
gressive Agricultural 
Programs 



A Helpful Book for Rural Schools, 
Granges and Other Farmers' Clubs 



WRITTEN AND COMPILED 
BY 

MIGNON QUAW 

(University of Montana) 



Price 60 Cents 

(Boards $1.00) 



Published By 

Eldridge Entertainment House 

"The House That Helps" 
Franklin, OUo also Denver, Colo. 

944 South Logan St. 



New Song-Recitations 



HERE is a list of very clever child- 
impersonations or good encores 
for children. The lines are by 
Margaret Fassitt, the music by Anna 
and Harry C. Eldridge. They will 
be winners on your program. 



Ain't It The limit? 



Botkia 
nuvbar 



en Ym Ask khml Your Fixins I soc 



\l Santa Sbuldn't Come To Mc _ 
Yn Bees And Had Pae Measles f "so 



Both in 

one 
aiMaber 



I Wish I Had A Ckger-cake 



Both in 

50c 



I me Up y 
In A Tfej 



Both in 

on« 
Bomher 



Wlien Da% Took Me Up , ^^ 



EUdridge Entertainment House 

FRANKUm, OHIO also DENVER. COLO. 

944 S. L^eras Si. 



Vfe 



■ 

I 



Progressive Agricultural 
Programs 



BY 

MIGNON QUAW 

(LFniversity of Montana) 



Contains Complete Programs Furthering the 
Interests of Agriculture^ 



PRICE 

Paper 60c, Cloth $1.00 

Copyright 1922, Eldridge Entertainment House. 



PUBLISHED BY 

ELDRIDGE ENTERTAINMENT HOUSE 

Franklin, Ohio Denver, Colo. 

944 S. Logan St. 



Ci-. <■■■ 



C 






':^ 



C}A6y387'J 



UlL oC ,^2c 



CO 



INDEX 



PAGE 

Vegetable Program ---4 

Livestock Program on the Pure-Bred - - 22 

Silos and Silage Program 36 

Agriculture in High Schools 56 

Program on Child Feeding 83 

Program for Bird Day 109 



Vegetable Program 

Suggestions for Popularizing Vegetables 

In Schools: Have pupils write language lessons 
about vegetables. Have them make posters vv^ith vege- 
tables. One-minute talks about vegetables would be 
good. Ofl'er a simple prize for the child that finds out 
the most interesting fact about vegetables during the 
week. Have each child pledge himself to try to ciit with 
relish some vegetable he or she has formerly disliked. 
Give a prize for the best vegetable game that is in- 
vented. Have pupils write vegetable letters, praising 
vegetables to some far-distant friend. 

In Towns: Get dealers interested in boosting sale 
of vegetables. Have them get up special window dis- 
plays of vegetables, laying particular emphasis on their 
health value. Also have them work up special interest 
in gardening and seeds from a vegetable standpoint. If 
the Extension worker has many fine recipes new and 
especially good, for the preparation of the most common 
vegetables, get them mimeographed and put them on the 
counters of grocery stores for distribution to the cus- 
tomers. Home Economics girls from high school and pub- 
lic school could conduct demonstrations in these stores, 
showing new and appetizing v/ays to cook vegetables. 
Give everybody who enters a sample. Th.e dealers will 
usually be glad to furnish the vegetables free of charge. 

In dowri-town v.-indows, demonstrations of vege- 
tables could be carried on. A fine program might be ar- 
ranged such as: 1st day: vegetables for the babies, their 
preparation, etc.; 2nd day: vegetables for the sick; 3rd 
day: vegetables for the ordinary meal; 4th day: new 
ways of preparing common vegetables ; 5th day : compar- 
ative food value of vegetables and other foods. 

Well-knovvn doctors could write vegetable articles 

4 



Progressive Agricultural Programs 



for the local newspaper. Testimonials could also be ob- 
tained from nurses, experienced housewives, home eco- 
nomics teachers, etc. 

If the school is putting on the program they might 
write a vegetable invitation to members of the com- 
munity to attend this program. Such an invitation 
might be written on a piece of paper and colored to re- 
semble a potato, a beet, a carrot, etc. Rhymes always 
please, so the following rhyme might be written on it: 

The time has come, the neighbors say, to talk 
of many things: 

Of parsnips, peas, and spinach, and cabbage 
fit for kings. 

And though you may not carrot all for on- 
ions, corn and beans, 

And up to yet have never met the famous 
"vitameens," 

We're asking you to beet it to the school 
house, if you will, 

And lettuce demonstrate to you the good old 
"vegetabil." 

(Hour of meeting) (Day of meeting) 

Decorations : The decorations about the walls should 
get people into a "vegetable frame of mind." A few pla- 
cards will do this best of all. Such things as "Why take 
a tonic in the spring? Why not eat greens instead?" 
"How many jars of vegetables did you can last summer, 
Mrs. Housewife?" "How many kinds of vegetables did 
you refuse to eat?" "The vegetable is one of our best 
friends — cultivate it." "A fine vegetable garden means 
a healthy family." People looking at such signs as these 
will begin to talk vegetables before the program begins. 
Their interest is sharpened by this conversation with 
their neighbors. Another good thing is to ask each 
woman and man to describe the preparation of their fav- 
orite vegetable. To describe the preparation of the one 
they like least. 



Progressive Agricultural Programs 



Program 
Chairman — (He may be dressed to resemble a po- 
tato. A brown sack of gingham, denim, or bnrlap would 
make this garment. It sJiould have darker brown eyes 
marked, out on it.) Ladies and gentlemen: We have 
but one subject on our program tonight and that is veg- 
etables. They ("we" if this part is taken by Mr. Po- 
tato) feel that too long has the vegetable been neglected. 
And we wish to show you how valuable an article of our 
diet it is and get you interested in a bigger, better gar- 
den than you had last summer, and more cans of vege- 
tables on your shelves ready for winter use. First of all, 

(Mr. or Miss Onion, if vegetables take this 

pait) will lead you in some songs. Mr. Onion was chosen 
as he has such a strong voice. 

Community Singing 

I Costume of Onion : Have a little cap drawn up in a 
peak at the top like the neck of a dried onion. Costume 
should be pals yellow with ribs of brown.) You folks 
know that I stay with you, all right. I am no quitter, 
am I ? And I ought to be able to lead this singing for 
I've plenty of scents. The first song we're going to sing 
is a well-known tune, "Bringing in the Sheaves." You 
all know it. Now, I am going to beat time and give you 
the key. 

( Suggestions for song : Have it copied on heav>' 
wrapping paper in large black lettering and held up 
by two tall men or have it typewritten and present each 
one in the audience with a copy so they may all sing. A 
good little souvenir would be a booklet cut like some 
vegetable with these songs written in it.) 

Vegetables to Eat 
Tune — "Bringing in the Sheaves." 
Celery for breakfast, spinach greens for dinner, 
And a dish of cabbage in the dewey eve, 
Make our cheeks grow rosy; make our spirits 

brighter, 
Filling us with vitamines from the growing leaves. 



Progressive Agricultural Programs 



Chorus: 

In the growing leaves, green and growing leaves, 
We all need the vitamines, in the growing leaves. 

Grow them in the garden, serve them at the meal- 
time. 
For their vitamines our spirt often grieves, 
Spinach, eat it freely; lettuce, eat a plenty; 
In our daily diet, we must have the leaves. 

(Chorus:) 

Can them for the winter; store them in the cellar; 
Serve them to the children; 'twill your mind relieve, 
For you will be certain that they will be getting 
Necessary vitamines found in growing leaves. 

{Chorus:) 

{Better tell everybody hoiv to pronounce vitamine. 

Vy-ta-mi7i. Then they ivHl all sing the same ivord.) 

Leader — Fine, folks, that was just fine. Now, our 
next song is to the tune of "Tramp, tramp, tramp." Let 
me hum it through while you read over the words of the 
song. {They run through song in silence ivhile leader 
hums air.) 

If You're Feeling Bad 
Tu7ie — "Tramp, Tramp, Tramp." 
When you're feeling down and out with dyspepsia, 

nerves and gout. 
When your liver fails to function as it should. 
All the patent dopes you've tried, all the different 

"paths" beside, 
Never, never found a thing that does you good. 

Chorus : 

You need carrots in your diet, onions, beets and spin- 
ach greens, 
AH your ills will fade away, 
If you eat a lot each day 
Of these vegetables so full of vitamines. 



Progressive Agricultural Programs 



Parsnips, fried or fricaseed; rutabagas? yes, indeed! 

Lettuce, turnips, and a stalk of celery, 

With tomatoes, corn and beans. (Don't forget the 

spinach greens!) 
From your aches and pains will surely set you free. 
Char lis: 
Veg-ee-tables in our diet, 
Swiss chard, kale and other gi*eens, 
Just to keep our systems right, 
Make us feel good day and night, 
By supplying the important vitamines. 

Leade) — Ihat is all we shall sing today. If you 
people ate vegetables with the enthusiasm with which 
you sing about them, there would be few mal-nourishsd 
ones among us. 

Chairman — That singing was surely good. By its 
vigor, I'm sure that you are all friends here of us vege- 
tables. The next number on our program is a demon- 
stration showing a vegetable factory at work. Sweet 
corn will give us this demonstration. I don't have to 
introduce her for you know her very well. 

A Vegetable Factory 

{Suggestions for costuming: — The tone of this cos- 
tume is yellow and green. A little yellow dress, reaching 
to the feet and marked off into kernels, with a green 
over-dress open at the sides to show the kernels, could 
he worn. Soft yarn could fall fram the head like corn 
silk and take tlie place of hair.) 

Ladies and gentlem^en : From the time I was a tiny 
seed in the ground, I have been running a big food fac- 
tory. That's pretty good for a girl three months old, 
isn't it? I haven't been on a single strike, either, or had 
one lockout. As for an eight-hour day, I don't know 
such a thing. My day is twenty-four hours long. The 
first thing I did was to take up moisture from the soil, 
swell up and burst. I'll admit I was very proud and that 
is what made me burst, I presume. When I burst, I 



Progressive Agricultural Programs 



sent down some roots and sent up some shoots. This is 
just what you men do when you build the foundation of 
your factories and install machinery. I did not lose 
much time. I was put into the ground the middle of 
May and in just one week mj^ shoot was above the 
ground. Of course I had two good workers; heat and 
moisture, to help me. The minute the shoot was up I 
took on a w^onderful helper, Mr. Sun. I had no need of 
light before. Now, when I got above ground, light was 
very necessary to me. I wish to call attention to a leaf 
of mine. {Shows a leaf of corn stalk.) On this under 
side there are thousands of little gates, let us call them, 
through which I take in carbon from the air. I call 
them gates because they open and shut. Whenever the 
weather is cool and there is plenty of moisture pumped 
up by the lea'-es, they open ; but when the v.'eather is 
dry and very hot and there is danger of the leaves losing 
their moisture by evaporation, the little gates close 
tightly. Meantime my roots are pumping up water 
from the soil. When this water meets the carbon in 
these gates of the leaf, the sun gets busy and joins them, 
making starch, just as a factory worker mixes copper 
and tin and makes brass. Then I immediately send this 
starch out all over my factory — to the roots, shoots, 
stems and leaves. The roots, at the same time they pump 
up water, are pumping up some minerals from the soil. 
These go especially into my seeds and fruits, and into 
the framework of the leaves. This makes them grow 
and enlarge my factory. The bigger the plant gets, the 
faster it can manufacture food. You see I am working 
toward one end, and that is to produce an ear of corn. 
After that I can shut down and quit. W^hen my starch 
is first. put into a seed, it is moist and milky. It is a 
good vegetable then, but would never do for winter 
storage, as it w'ould not keep. Hence I must dry the 
starch in the seed. I tell the roots to lay off at their 
pumping and so the moisture is gradually withdrawn. 
Of course this is hard on the leaves They wither up 



10 Progressive Agricultural Programs 



and die — but you see the great thing is the ear of corn, 
and so I pay no attention. In October or thereabouts, I 
have a fine ear of corn manufactured for seed and for 
food. In my seeds or kernels there is stored up the 
starch made by my leaves and the minerals pumped up 
by the roots. And as there is no further use for my fac- 
tory, I let it wither up and die. 

Chairman — The story of Miss Corn is like that of 
all the vegetables. Their factories produce starch and 
mineral matter. But just as textile factories can put 
out different styles and patterns of materials, so the 
vegetables differ in the minerals they contain. For in- 
stance, spinach has a high percentage of calcium, phos- 
phorus and iron; onions and cabbage contain much sul- 
phur; celery has calcium and phosphorus. We are new 
going to see what element vegetables contain that are 
needed by the body. 

(Mr. Body speaks.) If Miss Corn and the other veg- 
etables are busy running factories storing up food, I am 
the machine that makes use of the food they manufac- 
ture. Now any good machine that runs as steadily as I 
do must be kept up in good shape; all its parts must be 
renewed and strengthened from time to time. This is 
what the mineral does which Miss Corn spoke of. These 
are the body minerals I need: calcium, magnesium, so- 
dium,, potasium, sulphur, phosphorus, iron, chlorine, 
carbon, hydrogen, oxygen, nitrogen, iodine, fluorine, sil- 
icon. Iron goes to make up blood, calcium and phos- 
phorus go into bones. Calcium is also necessary for 
coagulation of the blood. You know how doctors say that 
lack of iodine is the cause of goitre. These minerals af- 
fect me in a most mysterious fashion. And most of 
them I 7nust get from vegetables. I cannot get iron by 
eating nails or sulphur by eating matches. 

Now, you have been singing of vitamines. They are 
very mysterious things found in vegetables, that are 
vitally necessary to health and vitality and keeping this 
human engine running. Experiments have been made 



Progressive Agricidtural Programs 11 

on guinea pigs in which they are kept frcm eating 
green things and they grow weak and sickly. They need 
vitamines. These vitamines are found in cabbage, tur- 
nips, beets and carrots and canned tomatoes. AH of the 
green vegetables, such as spinach, contain these mys- 
terious vitamines. Another thing vegetables do is to 
keep my system cleaned out and running properly. You 
know what it means to let a furnace get clogged up with 
ashes. Bulky vegetables act just like a chimney sweeper 
who takes his broom and cleans out the clogged mate- 
rial from the chimney. My machine has over forty feet 
of piping called intestines. Now these must be swept 
and cleaned or they get clogged up. Bulky vegetables — 
cabbage, celery, spinach and the like, do this for me. 
That has to do with keeping the engine in repair. Now 
as to its running and doing the work required of it. 
Every engine must have fuel and some engines must 
have heat. Now my engine needs both. Starch fur- 
nishes this energy and heat. Potatoes, carrots, peas and 
beans in particular furnish me with this starch. I'll 
warrant you every man here knows how necessary it is 
to feed his cattle green stuff and bulky food to keep 
them in good condition. Human machines are built on 
the same principle. I heard a lady say the other day 
that her doctor had ordered her to take a strong tonic 
with lots of iron in it. Why doesn't tl vt same lady eat 
more vegetables that are strong in iron? Eating vege- 
tables is Nature's way and is best. 

Chairman — My, they are mysterious, these vita-> 
mines! Our next number is a song by some of the 
Greens. This family is a very large one and not all of 
them could be present tonight. But Misses Spinach, Dan- 
delion, Russian Thistle, and Mustard are here. Some 
of you may rather dislike Miss Dandelion and Miss Mus- 
tard and think they are nothing but bad weeds. I want 
to say right now, they make the best of greens. If you 
want to get rid of them, just can them. 



12 Progressive Agricultural Programs 

Quartette by the Greens 
(Suggestions for costuming — Make these costumes 
of tissue paper, sewing it to the dresses of the little girls 
who take part. Dandelion should be a many-petalled, 
yellow blossom; Russian TJiistle is thinno- and taller, 
and entirely green: Spinadi has a toucli of red among 
the green; Mustard is a ifcllou- blossoin of four petals. 
They all march out on the stage together. If possible, 
have them do some easy little dance step to the music as 
they enter.) 

Tune — "My Bonnie Lies Over the Ocean." 
As weeds we have long masqueraded, 
And only a few wise ones knew 
How useful we were in the diet. 
Or learned all the good things we do. 
Chorus: Sweeping, sweeping, all of the bodily trash 
away. 
Sweeping, sweeping, cleansing the system each 
day. 

But that is not all of the blessing, 
We're able to give to mankind ; 
We also are good lubricators, 
And old Mother Nature designed. 
Chorus: Lu-bri-ca-ting, all of the body machin-ery, 
Lu-bri-ca-ting, keeping it running sn^ioothly 

From out of our mineral content. 
For bodily needs we provide. 
Help build up the bones and the muscles, 
The tissues and organs inside. 
Chorus: Building, building, keeping the framework in 
good repair. 
Building tissues, putting the minerals there. 

Chairman — Well, I shall never look on a dandelion 
as the worthless weed I used to think it was. And now 
vre come to another phase of vegetables. I imagine some 



Progressive Agricultural Programs 13 

people in the audience are thinking to themselves right 
now, "Oh, I simply hate greens. I never could eat them." 
Here is one great obstacle to overcome in the eating of 

vegetables, and that is a dislike for certain ones. — 

is going to give us a little discussion of this subject and 
suggest some ways to overcome this prejudice. 

A Dislike for Food 
Nature starts all us animals with a hearty liking for 
the food we need. Experiments have shown if a self- 
feeder is provided for hogs where they are able to select 
from many different kinds of food, they always pick out 
the right amounts of each to keep themselves in good 
condition. It is a sad fact that few human beings use 
the good judgment of pigs in their eating. They grum- 
ble over the foods that are necessary for their healthy 
development, saying, "I don't like milk," "I can't bear 
eggs," "I never taste a mouthful of cabbage." Nature 
started us out all right. If w^e have gone wrong in the 
matter of eating it is our ov/n fault. Much of this dis- 
taste for food is im.itation. A small child, hearing its 
parents say they do not like onions, decides he does not 
like them either, and so he forms the habit of not liking 
them. Dislike for food very closely resembles a dislike 
of people. You can find good in every human being if 
you will only take time to find it out. Begin with little 
children and teach them to eat what is set before them 
without comment. Resolve to eat a certain food with 
real enjoyment ;taste it slowly; chew it well. The cook 
of the family can overcome many prejudices toward veg- 
etables by preparing them in different fashions. Much 
of our pleasure in food comes from the dainty look of 
it. Few people care for green peas served with a thick, 
lumpy, unseasoned mass of milk gravj^ heaped all over 
them. Take some vegetable you are not fond of — cab- 
bage, onions, carrots, spinach, bests, potatoes, corn — 
make up your mind you will try to get truly acquainted 
with him and see v/hat kind of a fellow he really is. Do 
not force yourself to do this. Just make up your mind 



14 Progressive Agriculeural Programs 

it is a trifling matter anyhow, of no consequence to any- 
body but you; get interested in talking of pleasant 
things at the table to the other diners ; take a small 
mouthful of Mr. Vegetable; think to yourself, "Why, I 
really like this!"; fi-nish the helping; above all, don't 
think you have done anything heroic. You are just dis- 
playing a little of the common sense your brother ani- 
mal, the pig, possesses. And, now, in this connection, 
let me show you a little scene called 

"The Punishment" 

(As speaker finishes, the curtain goes np and dis- 
closes a dinner table[ with several people eating together 
— father, mother, son and daughter.) 

Father — (throwing down fork) Heavens! Pota- 
toes! Again! When I simply can't stand them, {He 
■pushes dish away.) 

Son — (imitating him) Don't push them over to me. 
I hate them, too. 

Mother — (timidly) I'm sorry. I just don't know 
what to cook any more, somehow. Nobody seems to like 
anything. 

Daughter — Yes they do. Pass those pickles. 

Father — What's in this dish? {Looks in.) .On- 
ions I 

Son — Onions ! 

Daughter — Onions ! 

Mother- — They told us at the club the other day 
v/hat a fine thing they were for keeping the body in 
good condition. 

Daughter — Mother! You learn more weird things 
at that old club of yours. The onion is simply impossible. 
Nobody in the best circles uses it any more. Why, to 
have the odor of onion on my breath would simply ostra- 
cize me at school. 

Son — Pass the catsup. 



Progressive Agricultural Programs 15 



Father — Well, I'm taking a tonic from now on. Doc- 
tor says my system needs more iron. 

Mother — Why don't you eat spinach instead? It's 
got iron in it. 

Father — Spinach! I can't stand vegetables of any 
kind. 

Mother — How does the tonic taste? 

Father — Oh, it is just miserable tasting stuff. 

Mother — Well, spinach isn't any worse and yet you 
will pay a doctor and take a whole bottleful of medicine 
and not try one dish of spinach. 

Daughter — Spinach! Ish! That is regular cow 
feed. Pass the red pepper, please. No, I think, Mother, 
dear, you are out of date. I believe the vegetable is like 
the ear — it has disappeared. 

Son — Pass the meat, please, Father. 

Mother — Well, I wish one of you folks had to cook 
for this family for a few days. You don't like eggs and 
you don't like milk and you refuse to eat vegetables and 
you turn up your noses at rice and beans. I think you 
are just a lot of fussy old maids. You deserve to be 
starved till you'll be willing to eat anything, (She 
flounces out of the room.) 

Daughter — Why, how funny! Mother is usually so 
good tempered. 

So7i — (yaivning) The onion she ate strengthened 
her temper. 

Father — Well, I've got to go take my tonic right 
after dinner. 

{Curtain is drawn. Table is cleared, and family is 
shown sitting about table again.) 

Father — Well, well, where's the food? 

Daughter — We've been waiting fully ten minutes. 

Son — Mother, oh, Mother! Where's the dinner? 

(In comes a tall figure dressed in black. It has d 
pale face and skinny hands.) 



16 Progressive Agrlei'Itural Prourams 

Father — Who are you? 

Figure — I am Hunger. Your wife has hired me to 
attend to the family for a week. She has gone on a visit. 

Son — Hunger? I never met you before. Well, get 
a move on. Where are the eats? 

Hinujcr — Here. (Puts a hare plate 07i table.) 

rjancjliter — Nothing! Well, that's a great way to 
serve us I 

FLunger — You don't deserve any better treatment. 
Such kickers as you people deserve to starve. 

Son — Oh, well, we weren't very hungry anyvv'ay. 

Father — I'll give each one of you children a spoon- 
ful of my tonic. 

Dangliter — Nothing doing \ 

CURTAIN 

(TJie speaker who introdnced this aet eomes out to 
audience and says: "My fiiends, ire u:iU consider that 
twenty-four Jiours have passed since th.is last scene.") 
(Curtain pulled aside.) 

Father — Hunger! Hurry u]) with our dinner. We 
are Ijusy people and nuist get back to work. 

Daughter — I should say so. I'll be late for school. 

Son — Weil, I wish Mother would get buck. She's a 
great one, going off and leaving us like this! 

{Hunger appears uAtJi a dish of cabbage.) 

Father — Cabbage ! 

Son — Cabbage! 

Daughter — Cabbage ! 

Hunger — Have some? 

Father — I tell you I simply can't eat it. It makes 
me sick. 

Daughter — I hate the very smell of it. Take it 
away ! 

Son — Feed for cattle! Nothing else. 
CURTAIN 



Progressive Agricultural Programs 17 

r 

(Speaker says: "Thirty-six hours have passed.") 

{Curtain pulled aside.) 

Mother — {Sits at table dishing out food) Sorry, 
dears, but I have only the things you don't like for din- 
ner today. 

Daughter — What? (She looks eagerly at her moth- 
er.) 

Mother — Vveil, potatoes, onions — 

Father — Who "said I didn't like potatoes? 

Sow— I never said I didn't like onions. Hurry, 
Mother, I'm starved to death. 

Daughter— Me, too. (Passes plate.) 

Mother — But, my dear, your breath — 

Daughter — Bother my breath. I'll stay av/ay from 
people. Besides that, I think that is all nonsense. 

Father — Did you ever taste anything more delicious 
than these potatoes? 

Son — Say, have you had a bite of the onions? 

Daughter — I never, never, never ate such a v/on- 
derful meal, Mother, dear. 

Father — Did you know. Mother, that vegetables are 
rich in iron? Well, they are, and I'm going to eat them 
as a tonic from now on. 

Mother — Are you, dear? How nice! 
CURTAIN 

Ciiairman—lt is true that any distaste for food may 
be overcom.e by starvation. Do you mothers know that 
in big hospitals little children who won't drink milk are 
starved till they will take it? This sounds very harsh, 
but it is wise, after all, for just one starving time is 
sufficient. Of course there are very few people who will 
take this method, for it means a struggle and hardship. 
In Roumania the little children were all starved for fats 
in their diet. A ship came into harbor laden with cod 
liver oil. Now, you all know the nasty taste of this oil. 



18 Progressive Agricultural Programs 



These children were so starved for fats that they took 
the oil with positive relish. We now come to a great 
mysterious element in food called the Vitamines. Their 
presence was only recently discovered. There are three 
vitamines and they are now going to tell you who they 
are. 

The Vitamines . 

Fat Soluble A: SuggesUoyis for Costuming — Have 
each one of tlic three bring in the ki^ids of food in which 
they are contained, such as A has a carrot, a sweet po- 
tato^ an egg, some cheese, butter, etc.; B has some of the 
natural foods; C. has raw foods. As they mention these 
foods, have tlicm hold them up to the audience. 

A recites — • 

They call me simply Little A, 

I'm soluble in fat; 

Just do v/ithout me every day, 

And see where you'll be at. 

I'm found in cream and butter fat; 

If my presence you would tell — Oh, 

Just choose eggs, milk, fruits, vegetables 

That may be colored yellow. 

I'm needed for your proper growth; 

I know this funny seems, 

But, as they've yellow in them, too, 

I'm found in spinach greens. 

Chairman — I wish to stop this dialogue for a mom- 
ent to point out one or two more things about Little A. 
An exp'Oriment was made on two rats of the same age. 
One was given plenty of this element and made a rapid 
growth; the other was kept from it and never grew at 
all. In Europe, many of the children in the famJne- 
stricken countries are suffering from eye trouble. This 
vitamine seems to be strongly connected v/ith eye dis- 
orders. Rickets also mr.y be connected with it — but of 
that scientists are not yet r -'.re. Many laborers in rough 



Progressive Agricultural Programs 19 

lumber camps and other places where fresh fruits and 
vegetables are hard to get develop eye trouble. 

Water Soluble B— 

My name is only Little B, 

I'm Vitamine's small daughter, 

You surely must have lots of me; 

I'm soluble in water. 

I'm found in most all natural foods, 

Whole cereals, cabbage, yeast. 

And fruits and onions, turnips, too, 

On me you all should feast. 

I regulate your body and 

I keep it healthy, too; 

And give you all an appetite — 

This is the work I do. 

Chairman — I am going to add a vv^ord to what B has 
said about herself. You all know what a boom yeast has 
had because of its health-giving qualities. Well, none 
of us would have to eat yeast if we would just eat more 
vegetables, for they contain this vitamine. The organs 
of the body are continually wasting away because of 
the fact that they are continually working. Therefore, 
they need rebuilding. This Vitamine helps build them 
up. 

Water Soluble C— 

My name j^ou'll guess, is simply C, 

I'm soluble in water, too; 

From spring fever I'll set you free, 

Oh, lots of things I do. 

I'm found in vegetables and fruits. 

Especially in cabbage slaw, 

But heating drives me quite a wa.y, 

So you should eat me raw. 

Eat some raw food once every day. 

Raw lettuce, carrots, fruit. 

An onion, parsley, celery, 

Whate'er your taste may suit. 



2U Progressive Agrici'Itiiral Programs 



All— 

In your future eating, friends, 

No matter where the scenes, 

Please don't forget you owe your health 

To us three Vitamines. 

Chairman — As to little C, remem])er, folks, that 
canned tomatoes and orange juice contain them, and 
that cold slaw, especially, has much of this element in it. 
Remember also that heat drives them away — all but the 
heating of tomatoes. That is rather mysterious, but it 
is true. Now, bottle-fed babies have their milk heated; 
this drives out this vitamine. The babies need this ele- 
ment that is gone or th.ey will get the scurvy, '^he thing, 
therefore, to do with them is to supply it in som.e other 
form. Give them orange juice, and if you haven't any 
oranges, give them the juice of canned tomatoes, A 
tiny baby two months old can ta;:c n tcarpoonful of or- 
ange juice. If the baby doesn't v.T.nt it, compel it to take 
the juice of the tomato or orange by holding its nose. 
Arctic explorers, especially, feci the need of this ele- 
ment. You all know how men vp in Alaska or tlie frigid 
zones get the scu.rvy. This is because they have no raw 
foods. Vrhy, in some places a raw potato is worth any 
amount of money. I wish everyliody here M^ould have as 
their motto, "One raw food per day." And now we will 
have a few i^ointers on the grov\'ing of some of these 
good vegetables. 

Some Pointers on How to Grovv Greens 
Ladies and gentlemen: You probal)ly realise now, 
if you ciid not before, the value of a garden and espe- 
cially of the green leafy plants — lettuce, mustard, spin- 
ach, cabbage, etc. So a few pointers on how to grow 
them i)est will, I know, be welcome. The best spinach 
can be grown from a fall seeding in late August or Sep- 
tember, by throv.'ing a little straw over the plants for 
winter protection. That can be done for 1923. But for 
1922, the best we can do is to seed early and often. At 
least six seedings of .spinach should be made at intervals 



21 Progressive AgricnlUiral Progiams 

; 

of ten clays, the first seeding as soon as tho ground can 
be worked. Plant less and oftener. Raise pleaty for 
canning-. Of lettuce, make at least four seedings, and of 
radishes three. In fact, all garden vegetables that are 
eaten young, fresh and tender should be sown in succes- 
sion. Three seedings of peas, and two of beans, carrots 
and beets are best. Lettuce that may chance to get too 
old and bitter should be cut and fed to the chickens, and 
a young tender second growth will be secured. 

For winter storage: A 50-foot row of well-grown 
carrots or salsify will give you one to two bushels; of 
beets, rutabagas or turnips, two or three bushels. A 
similar row of witloof chicory will give an abundance of 
winter greens during January, February and iMarch, 
when planted in the cellar every two weeks. 

In fact, there is no good reason why we don't all 
have plenty of greens and vegetables the year round now 
since we have learned all about them. 

Chairman — Ladies and gentlemen: This concludes 
our program. But we hate to have it just end with no 
definite results. You all have seen the benefits of vege- 
tables. I wish we could all sign up tonight that we will 
put in a vegetable garden, and when the products are 
ready, that we will either can or store them for winter 
use. 

(// possible, pass about slips of paper and have per- 
sons sign up for gardens.) 

Refreshments 
(Here is ivhere vegetables are served in attractive 
forms.) 



Livestock Program on the 
Pure-Bred 



DATA FURNISHED BY 

C. N. ARNETT AND G. L. CLELAND 

of the 

ANIMAL HUSBANDRY DEPARTMENT 



Introductory Speech by Chairman 

Community Singing 

Talk on Breeds of Animals 

Discussion on Breeds of Animals 

Calisthenics 

Talk on Prize Winning Stock by Boys' and 

Girls' Club Youngster 
Talk: "Does the Pure-Bred Pay?" 
Recitation : "Sob Story o fan old Stockman" 
Dialogue on "Economical Feeding" 
Competitive Livestock Game 
Refreshments 
List of Bulletins for Obtaining Information 

22 



Livestock Program on the 
Pure-Bred 



This program has been prepared with the idea oi 
arousing community interest in the subject of livestock. 
In a great many communities a few men whose business 
interests lie in the livestock industry meet together 
throughout the v/inter to carry on live stock projects in 
the Farm Bureau. By skillfully sugar coating the work 
they have to do, they might just as well enlist the in- 
terest and co-operation of everybody in the community, 
men, women and children. It is an axiom that men are 
only boys grown tall. If a program can be filled full of 
laughter, variety and something that will appeal to ev- 
erybody, you can depend upon it that the next time an- 
other such meeting is held each person present at the 
first one will come and bring a friend. So why not 
m.ake livestock a fine winter game in your community? 

Planning is half the success of any enterprise. This 
program is prepared with the intention of helping you 
with your planning. Use some, none, or all of it — it is 
undeniable that even if you violently disagree with sug- 
gestions made here, those same suggestions have started 
your mind into similar channels and will help you evolve 
a program of your own. 

Livestock is a tremendous subject and may be ap- 
proached from a thousand charming angles, each one of 
which could be made the subject for a pleasant evening 
of entertainment. For instance: One could take up one 
evening on just the different breeds of beef cattle; of 
sheep; the question of sheep on the small farm; of 
breeds of swine; of dairy cattle; of feeds and feeding; 
of community owned sires; of pure-bred stock vs. the 

23 



24 Pro(jii.ssivf Agricultural Programs 

grade animal; of marketing; of horses. If you talk, 
sin&, laugh and eat the substantial Duroc Jersey for an 
entire evening, you may depend upon it that administra- 
tions may come and go, international events may fade 
away into obscurity, but never will that porky animal 
be forgot. 

The particular livestock program that follows is 
general — its object is to arouse interest in the entire 
question of livestock and therefore it is concerned with 
Breeding and Feeding. An effort has been made to pro- 
vide something which will interest the women and chil- 
dren, for it is not a square deal to invite them to come 
and be bored to death with heavy discussions and pure 
business. An effort has also l)een made to inject var- 
iety into it. If the audience has been sitting still for 
some time, let them move about. If there has been a 
good deal of talking, stop and have some singing. If 
there has been a rather serious atmosphere for some 
time, break it with a good hearty laugh and best of all, 
send everybody away happy because of having had some- 
thing to eat. 

If you wish to secure a livestock specialist or an 
outside speaker for this program, be sure and tell him 
what angle you wish him to talk from and also hoin 
much time is allotted to him. He will thank you for 
this, as no man wants to talk and miss the mark Itecause 
he does not know what the community is especially in- 
terested in. There is no well-chosen subject on earth 
which cannot bo pretty well discussed in thirty minutes 
of straight talking on the part of the speaker. After 
that, let him pause and allow people to ask questions. 
There is a universal rebellion in town and country 
against the old-time three-hour harangue, which left 
the audience numb and exhausted. 

We have tried to get a great many people in the 
community involved in this program, for if there is one 
person we are :.ll interested in. it is ourselves, and if we 
get a chance to express ourselves in some fashion at a 



Progressive Agricultural Programs 25 

meeting we are convinced that it was a most successful 
event. 

"Make it snappy" is a modern slang phrase which 
spells success in every program. Vaudeville performers 
realize this as the prime essential in their offerings and 
it is remarkable what they can accomplish in the twenty 
minutes allotted to them. The chairman should be full 
of pep. On him depends the speed with which the pro- 
gram moves. He should avoid reading the numbers on 
the program, but if perchance he is obliged to do this he 
should arm himself with a first class light so he can read 
smoothly and with ease. Every speaker on the program 
should make an effort to he heard. This is not difficult 
if just a little care is given to the matter : clear enuncia- 
tion is the great essential and directing the voice straight 
at the audience. Too often speakers turn to the side, 
turn to point toward the rear of the stage or talk down 
at their feet, and the audience loses what they are say- 
ing. All this may sound rather self-evident and didac- 
tic, but it is not advanced in any spirit of arrogance; 
only a great desire to see the most successful possible 
program presented. 

Chairman — Ladies and gentlemen, boys and girls: 
A few miles from one of the largest cities of Indiana is 
a little town that can't be reached by the steam railroads. 
Yet, on a single day this summer, enthusiastic buyers 
from almost every state in the Union sought it out and 
paid it a visit. What's more, in that single day they 
spent in that little fresh-water hamlet, one hundred and 
fifty thousand dollars, currency of the realm ! The an- 
swer — pure breds! That is our subject this evening — ■ 
the pure-bred viewed from every angle. Feeding him, 
breeding him — everything about him. We want the la- 
dies to participate in our discussions and the boys and 
girls also, for it is the boys and girls who are going to 
carry on the farming business after we old folks are 
dead and gone. Most every number on this program is 
one in which everybody can take part and that is particu- 



2G Progressice Aijricuitxral Programs 

larly true of the first thing we are going to do, which is 

to sing. is going to lead us in this good old 

pastime. Let's sing just like they used to do in the good 
singing school of our grandfathers and grandmothers. 

Community Singing 

Suggestions for this: Have the words of these 
songs copied on heavy wrapping paper in large black let- 
tering. To do this a bottle of printer's ink is required, 
and a camel's hair brush, each of which cost 25 cents at 
any sta.tionery store. Hang the strips of paper, one 
over the other on a clothes line across the front of the 
stage where they will be well lighted. This enables the 
audience to see clearly the words of the songs they are 
going to sing and is advantageous in another way, as it 
keeps their heads up and makes their voices carry bet- 
ter. The leader should start with a familiar song that 
will encourage the audience. He (or she) should know 
the words of every song to be sung. There is everything 
in self-confidence, and even though his knees are tremb- 
ling he should conceal this fact and assume an air of 
calm assurance that his audience will sing and sing well. 
He ; hould give the key to the singers so that they will be 
singing true, and beat time so they will stay together. 
As these songs are unfamiliar as to words, it would be 
very wise to read or sing them over once first so the aud- 
ience may see just what they are. A good thing would 
be to sing one or two of them twice. And a further good 
precaution is to have some staunch friends on front 
seats who will give their unqualified moral and musical 
support. 

Leader of Singing — Ladies and gentlemen, boys and 
girls. I have here some songs about livestock which we 

are going to sing. will play for us, I am 

going to beat the time and I know we are going to make 
a fine singing bee of this. Our first song is to the tune 

of which you all know very well. I shall 

read over the words first so you may all see of what they 



Pror/ressive A(iricidt ural Pyogram.-^ 27 

consist. They are supposed to be quite funny — at least 
I was told by the author that they were funny. 

Gone Are The Days 
Tune— "Old Black Joe" 
Gone are the days when the rangy scrub I raised,, 
Gone are those days, and I say Oh, heaven be praised! 
Gone are those days, for the pure-bred now I grow, 
I learned just how to do it in the Farm Bureau. 
Cho) i(s — 

They're growing, they're growing, 
Tho my bank account be low, 
My pure-bred stock will raise it — 
Thanks to Farm Bureau. 

Pure-Bred Stock 
Tu7ie — "Sivanee River" 

Down on my farm in County, I've got some 

stock. 
My market price for them is steady — firm as Gibral- 

ter's Rock, 
All my neighbors wonder how I do it — Gee! how I 

laugh ! 
When I get full three hundred dollars for each small 
yearling calf. 
Chon/s — 

All my stock's becoming pure-bred, I always have a 

buyer. 
All my success is due to one thing — my pure-bred 
(Jersey, Holstein, Guernsey) sire. 

Cows 
Tune — "Smiles" 
There are cows that make you happy 
There are cows that make you blue, 
There are Hereford cows that make good beefsteak. 
There are cows of dual purpose, too, 
There are soft-eyed Guernseys, gentle Ayreshires, 
That are everything a cow should be. 



28 Progi-essive Agricultural Prograw 



But, when it comes to giving milk, sir. 
Why, the Holstein's the cow for me! 

Bovine Prohibition 
Tunc — -"Long Trail" 
Oh, the cows in our community got an awful streak 

one day, 
They joined the W. C. T, U. and resolved no more to 

stray ; 
It was regular local option, I recall it v/ith a sigh, 
The day our cows all organized and voted to go dry. 

Chairman — That sursly sounded fine. If we talk as 
well as we sing, we surely ought to have a fine meeting. 
The next number on our program is a series of five-min- 
ute talks on the subject of breeds of animals. We're go- 
ing to take to talk about. \Htre take up the 

kind of animals that the commuuifij is fjiost interested in 
— coivs, dairy and beef; pigs; sheep; }iors;_s. Have each 
man instrux-ted to advance in the fiv minutes his argu- 
ments in favor of his favorite breed.) It v^ill be inter- 
<?sting to see just how much each man can say about his 
favorite breed in that amount of time. I knov,- a woman 
could say a lot- -she can about every other subject — at 
least my wife can. Why she can tell me more about my 
faults in two minutes than I knew all my life. 

Discussion of Breeds of Animals 
(After the men or ivomen have finished talking, open 
it up for an informal talk for about fifteen minutes o)' 
more,.) 

Chairman — Friends, we've been sitting pretty still 
now for some time, so let's get the ache out of our backs 

and some fresh air into our lungs. Will and 

open the windows and I'm going to ask 

to lead us in some physical torture. He's been 

in the army and surely is qualified to conduct a regular 
militarv drill. 



Progressive Agricultural Programs 29 

Calisthenics 

The leader of this should take careful observations 
and see what kind of exercises are possible in the space 
and with the number present. If the hall is very crowded, 
only those exercises can be indulged in which do not re- 
quire reaching, so that one person will not hit another. 
Start W'ith something very simple so the audience will 
not get discouraged at the outset. These calisthenics are 
well worth while, as they stir up the audience, rest them 
and get them in fine trim for the remainder of the pro- 
gram. 

Chairman — That was fine. I am sure w-e all feel new^ 
again. The next number on our program is by one of 
the youngsters in our neighborhood, who can certainly 
tell us a thing or two about raising stock. (Here tell a 
little about the boy or girl, ivhat prizes he or she haf 

won, if in the boys' and girls' club, etc.) is 

going to tell us how he (or she) raised the prize-winning 

this summer. (Here have some child from the 

boys' and girls' club give experiences. This ivill be sure 
to please all the grown-ups as we are interested in the 
youngsters.) 

Hew I Fed My Pig (Calf, Sheep, etc.) 
Chairman — The next number is a -recitation bv 



Recitation : Getting on 

If you make a better mousetrap than your neighbors, 
'Tis said that though the forest hides your hut, 
Other m.en will so appreciate your labors, 
That they'll break a path to find you, and, bejabers. 
After that they'll work with fountain pens and Fabers, 
To bring both wealth and fame upon you. 
But— 

If you raise a better breed of hogs or cattle. 
Instead of paths they'll build up to your door 



30 Progressive Agricultural Programs 



A railroad track, on which will daily rattle 
Trains bringing men from Boston and Seattle, 
And half the towns which lie between, to battle 
For all the stock you have for sale, and more. 

CItairman — We are in the livestock business, not 
for our health, but for the money there is in it. We will 
now listen to a talk by on "Does the Pure- 
Bred Pay?" (Here get some breeder of pure-breds ivho 
is an, enthusiast to tell his experiences with raising this 
stock and what it nets him.) 

The following might be introduced in the speech : 
(from International Harvester Co.) "As I was coming 
along the road tills afternoon," said a well-known lec- 
turer in addressing an audience in a rural school in Tex- 
as, "I saw scrub cows, scrub pigs, a scrub barn, scrub 
fences and a scrub home. And now what else do you 
think I saw, children?" he asked. Instantly a little girl 
in the audience sprang to her feet and replied: "I know, 
you saw a scrub man." Unconsciously the child uttered 
a great truth. Wherever w^e find poor livestock, fences 
that are falling down, barns and houses that need paint- 
ing and repairing, and p. general air of neglect, round the 
place, we are sure to find scrub people. We are judged 
by what we have about us ; by the quality of our live- 
stock ; by the general appearance of our homes. If we 
employ scrub methods of farming, w^e will have scrub 
farm.s. Cattle standing knee deep in mud and manure, 
hogs vvallowing in mire, fence corners filled with weeds 
higher than the fence, piles of manure v.'ashing away 
and losing their value as fertilizer, farm machinery left 
out in the rain and storm, open wells, poultry roosting in 
trees and laying eggs in the tall grass because there is 
no poultry house, corn stalks going to waste in the field 
for hick of a silo^ — these are a few of the scrub things 
that make scrub farms and scrub people. We must quit 
doing things in a scrub way if we are to help feed the 
world." 



Progressive Agricvltural P rograms 31 

Talk: Does the Pure-Bred Pay? 
Chairman — There are two sides to every question, 
so we are going to hear the tale of an old stockman who 
went in heavy for the raising of the pure-bred. His story 
may raise some questions you would like to talk out. 

Recitation: Sob Story of an Old Stockman 
I own five thousand acres down by Prickley Pear 
Crick, and I want to tell a story of how I got pretty sick 
of raisin' pure-bred stock for a livin', don't you know, 
and how I fondly fancied they would bring in lots of 
dough. Well, first of all, I want to say that I had raised 
for years, the good old rangy Texas scrub, all horns and 
bones and ears. 

I knew a feller who wavS in the pure-bred business 
game, and was makin' a big fortune and winnin' lots of 
fame. Well, I bought a handsome sire of the pure-bred 
Hereford strain. A finer bull than that one was I ne'er 
shall see again. I bought some pure-bred heifers and 
they sure were beauties, too; and then I wondered just 
what next I was supposed to do. I'd been raising live- 
stock all my life and knew a scrub by heart, but when it 
came to pure-breds, well, I thought I'd make a start. So 
I bought a book to raise them by — it said that they would 
need most careful balanced rations and a sort of clock- 
work feed. The scrubs that I'd been used to, why, they 
rustled for their grub. Balanced rations! Regular feed- 
ing! Here came the first real rub. To stay at home and 
baby them, and feed them just by rote! The bare idea 
angered me and simply got my goat. I found to breed 
with good results that I simply had to know heredity, 
and all such stuflf, blood lines and mating. No — I could 
not stop to take the time — -a busy man like me, a-wastin' 
precious moments on a heifer's pedigree. 

Yet they w^as pretty, I'll admit — those Herefords — 
and I sent them to the county fair that year, and after 
that they went far, far away to Ohio. E'en yet I hardly 
dare to get the bill and look at it — I paid for railroad 



Progrei^sive Ar/riodtiTal Prorjiams 



fare. But I had learned that when you've got some 
pure-breds that you prize and want to sell for good big 
sums, you've got to advertise. I also learned about the 
prophet, without honor in his home, for all my nearby 
neighbors let my pure-breds all alone, and vv-ent and 
bought expensive stock five hundred miles away, no mat- 
ter if a bigger price they ahvays had to pay. 

Well, the type of pure-bred beef I raised somehow 
was never right. The calf that seemed quite fine to me, 
the buyers thought a fright. One breeder came to me 
one day and ups and says, says he, "You breed for num- 
bers when you should breed for the quality." I just re- 
plied, "You bet I do — it's quantity with me." "You'll 
never make a breeder of good pure-breds," then said he. 
Vv'ell, he spoke the truth, and here's another point where 
failure lies — you cannot sell your pure-breds unless you 
advertise. To make the story short and sweet, I quit 
that hard old. game. I'm raisin' grades today, sir, and 
you'd l)etter do the same, unless you've got the patience 
and the business sense, and pride. Don't let yourself get 
tangled up. It's easy to get tied, the way I did. Take 
it from me, the pure-bred man has got to be an artist 
through and through to raise the finest stock. 

Discussion: Which Are Most Profitable — 

Grade:; or Pure-Breds? 
Chairmcai — Did you notice one funny thing about 
siory? He kicks about his neighbor going 



out of the state to buy his pure-breds, but that was ex- 
actly what he did when he broke into the pure-bred g?.mc. 
I believe what he said is true — it does take an artist to 
laise pure-breds. And an artist is a man who is willing 
to take no end of pains. Who is it said that genius is 
not insi)iration, it is perspiration? The next number on 

our program is a dialogue by — — and 

who are going to tell us how to feed our stock in the best 
and most economical fashion. This surely is a good 
thing to hear when feed is so high. I wish we could have 
imported a man who could have talked on how to keep 



Progressive Agricultural Programs 33 

your stock on no feed at all, like the Mayor of Cork, but 
such a man is not to be found yet. 

Dialogue: Economical Feeding 

First Child — 

I'll tell you first what food will do, 
To cattle and to humans, too. 
It keeps the wheels a-moving, then 
It keeps up the heat of cows and men. 
It's like a little Ford machine, 
The food we'll call the gasoline. 

Second Child — 

Don't let your Ford get dripping wet, 
Nor cattle, either, for you bet 
'Twill chill thsm through and through, 
They'll need a lot more food to do 
The same amount of work that they 
Can do, if warm. And that don't pay. 

Third Child— 

Don't let your Ford stay in the cold 
Without a shelter. For I'm told 
Both Fords and stock can frozen be, 
Which lessens their vitality. 
And makes them take a lot more food 
To heat them up again than it should. 

Fourth Child— 

Don't give your poor Ford frozen water, 
Or livestock either. No. You oughter 
At least take off the icy chill 
Or you will find your feeding bill 
Will raise. Of this you may be sure. 
For cold water lowers temperature, 
And then it takes a lot more eating, 
To start once more this body heating. 

Fifth Child— 

For Ford and stock the mixture make 
Just right for old economy's sake. 



34 Progressive Agricultural Programs 



'Twill keep them running in good form, 

Neither too cold, nor yet too warm. 

And plenty of warm water give, 

If you would have them both to live 

To ripe old age and usefulness. 

This is good counsel, you'll confess. 
(Have these cJiildren point warning fingers at the 
audience as they give this advice.) 

Chairman — Now we've done a good deal of real ser- 
ious work and v/e're entitled to play a little, so I am go- 
ing to ask these boys and girls to distribute these lists of 
names and these pencils among you and I am going to 
give you just fifteen minutes to figure out the names of 
the different kinds of livestock. Each collection of let- 
ters is the name of a certain breed of cattle, pigs, and 
sheep. Just rearrange them. The one who gets the 
largest number of names correct gets a prize. {Have 
something prepared as a prize, maybe a joke.) All right, 
are you ready? Go. Now, remember, you can't whisper 
lo anybody. 

List of names: Jersey, Guernsey, Alderny, Ayer- 
shire, Holstein, Brown Sv/iss, Short Horn, Hereford, 
Aberdeen Angus, Red Polled, Duroc Jersey, Poland 
China, Yorkshire, Hampshire, Tamworth, Chester 
White, Gotswold, Shropshire, Merion, South Down, Ram- 
bouiliet, Percheron, Clydesdale, Shire, Belgian. {Mi.c 
tJie letters of these names all up in hopeless confusion; 
for instance, "Jersey" could be "ereysj." ) 

Chairman — Time's up. {Horc lists are gathered and 
counted and prize awarded.) And now I beg to announce 
that last but by no means least on our program is re- 
freshments. We hope before the winter is over to have a 
num];er of livestock programs on certain very definite 
subjects and we want you all to come out and have a fine 
time and learn more about livestock. 

Refreshments 
List of Books: 
"Feeds and Feeding," by Henry and Morrison; pub- 



Progressive Agricultural Programs 35 

lished by Webb Publishing Co., St. Paul, Minn. 
Price $2.50. 
"Types and Breeds of Farm Animals," by C. S. Plumb; 
published by Ginn & Co., New York City. $2.00. 
"Productive Feeding of Farm Animals," by F. W. Woll; 
published by Lippincott & Co., Philadelphia, Pa. 
$2.00. 
""Common Diseases of Farm Animals," by Dr. R. A. 
Craig; published by Lippincott & Co., Philadel- 
phia, Pa. $2.00. 
"Diseases of Cattle"; published by U. S. Dept. of Agri- 
culture and furnished free by Senators and Representa- 
tives. 
"Diseases of the Horse"; (same as above). 



Silos and Silage Program 



Introductory Speech by Chairman 

Community Singing 

Talk: The Silo and Its Use 

Open Discussion of Preceding Speech 

Solo: The Way to a Cow's Heart 

Community Experiences With Silos by Every- 
body 

Calisthenics 

Monologue 

Silage and Forage Crops : Talk and Discussion 

Dialogue: The Silo to the Rescue, by Children 

Community Singing 

Refreshments 



36 



Silos and Silage Program 

The success of any program depends upon the care 
that is taken with the preliminary arrangements. A 
community can work up such a reputation for interest- 
ing programs that everybody will turn out with joy when 
an entertainment is announced. To do this, there must 
be a leader — this is not fun by any manner of means, 
but it is about as big a service as a man or woman can 
render a community. We are all agreed that what a 
community needs is not less sociability but more of it. 
Instruction and fun can be mingled in any program with 
the best possible results and it is with that end in view 
that this program has been prepared. Use any or all of 
it as it may fit your requirements. A few suggestions 
are advanced below which have been learned by bitter 
experience : 

1. Make your program varied — there should be 
music, movement, something to appeal to the youngsters, 
something to make folks laugh, something to eat, some- 
thing educational. Something to appeal to the eye as 
well as to the ear. 

2. Limit every number in time. There is no sub- 
ject on earth that cannot be pretty well talked about in 
thirty minutes. Do not permit one person to monopolize 
the evening. 

3. Have people on program talk so thcif can be 
heard. Else, why talk? 

4. Make it clear at the very beginning of the pro- 
gram just what the nature of this program is. This is 
the business of the chaimian. 

5. If the chairman is definite, specific, full of con- 
fidence in himself and his program, this will inspire the 
audience to be the same in their attitude toward the per- 

37 



38 progressive Agricultural Programs 

formers. If, on the other hand, he is timid and uncer- 
tain, the audience will very promptly lose their patience 
and respect for everybody who participates. 

G. Rehearsals are indispensable. The leader of 
this program should hear every person rehearse and 
then tactfully make sugg-estions for the improvement of 
the perfonnance. One should listen to rehearsals from 
the most distant part of the room to ascertain if the 
speaker can be seen and heard. 

7. The leader should see to it that every property 
required is ready for the program. If it is charts for 
the singing, are they on the platform? If it Is a black- 
board fcT a demonstration, is it there? 

8. Having prepared a good program, nov/ see that 
tiiere is an audience to perform to. To do this, one must 
advertise. The people in the neighborhood must know 
when the meeting is to be held, where, what the nature 
of it is. Announcements in school, lodges. Farm Bureau 
meetings, and any public gatherings are good. Dodgers 
put about in windows are good; advertising in papers is 
good. But best of all is the personal invitation. The 
most effective way to get people there is to have a com- 
mittee whose business it is to ring up neighbors or to see 
them personally and invite them to the meeting. Sup- 
pose you had five families you were delegated to inter- 
view and each morning for five days you rang them up 
at nine-thirty and reminded them that there was going" 
to be a silo meeting at the school house, November 6th, n-, 
eight-thirty, you can almost bet on it that those five fam- 
ilies would be there. 

9. Try to get everybody in the neighborhood In- 
volved some way in the coming program. This is the 
mark of a good leader. Get Mrs. Watkins and Mrs. Mor- 
rison to take charge of the simple refreshments. Ask 
all the school children to do some little thing if it is only 
to usher people in; ask each man in the neighborhood to 
say a word about the subject m question (limiting him 
to one minute or two minutes) ; have the school teacher 



Progressive Agricultural Programs 39 



make a school exercise of some portion of the pro-am. 
For instance, some one of the school boys might make a 
small model of a silo. Others might prepare posters for 
advertising. The language class could write on this sub- 
ject. In asking people to participate, you can secure 
their ready assent if you make your requests definite 
and specific. For instance, tell Walter Atkinson: "Walt, 
we want you to tell the audience just exactly how you 
feed your silage to your cows. Tell 'em what you've 
learned not to do and what brings the best results. You 
needn't discuss another thing but that and v/e're going 
to give you just eight minutes to talk in." Caution: 
Give the timid ones something to do besides speaking, 
as this always frightens them out at first. Never ask 
too much of any one person. "^ 

10. If you ask outside assistance in yoiir program 
from specialists or county agents or experts in the line 
you are going to discuss, be just as specific with them. 
They will thank you for it. Too often a man comes into 
a neighborhood and talks on a subject from an angle 
that interests nobody. If he knew just what the com- 
munity is interested in, he could shape his talk accord- 
ingly. Limit this speaker like all the rest. 

11. A very good thing in the way of preparation 
for a meeting is to have something on the wall or to put 
into people's hands to arouse their interest in the sub- 
ject. For instance: If you had a big sign in the front 
of the room, "What do you know about silos?" if there 
were some big drawings on the blackboard of different 
models of silos, if there were some samples of silage dis- 
played and this all before the meeting began, people 
would stop talking about the weather and get interested 
in the subject to be discussed which would be a good 
deal like overcoming the inertia of a box car and start- 
ing it in the direction in which you wanted it to go. 

12. There is no voice that carries so much weight 
■ as that of the man who speaks from experience. So look 

about you at the beginning of preparations for this pro- 



40 Pi ognssice Ayrictdtnral Pioyrams 

gram and take note of all the men, women and children 
who know about the subject of silos — first of all those 
who are operating silos at the present time. 

13. A list of available bulletins is attached. Tjaese 
may be obtained by merely writing for them to the ad- 
dresses given. 

14. All this means work for the leader. It also 
means that the leader is benefited more. than anybody 
else. He or she is learning organization, how to handle 
people, how to be a true leader and this is what the 
country needs more than anything else. Practice in pre- 
senting such programs as these may prove invaluable 
some day to a person, when he or she is running for the 
legislature or when he or she is put at the head of some 
big enterprise. Another thing, a leader is not one to 
give up easily. "I'm done trying to help this commun- 
ity," is rather p. childish thing to say after all. In every 
undertaking there is a moment of profound discourage- 
ment, when failure seems imminent and one v/ill be all 
the stronger for sticking it out. Your own attitude af- 
fects all the others who are working with you. If you 
are cheerful pr.d optimistic, they are very apt to reflect 
this and they are absolutely certain to reflect discour- 
agement if you are discouraged. 

This program has been prepared with the idea of 
making things as easy as possible for busy people who 
have little time to devote to investigation of bulletins 
and text books on the subject. 

Chairman — {He or she sJioiild be a person ivho can 
make things move off quickly. The writer would sug- 
gest that the leader be chairman as this person knows 
exactly the nature of the program. The chairman 
should be armed with a watch and firmly insist wponl 
time limits being observed. The following speeches for 
the, chairman are merely suggestive. Use them or not, 
as you see fit.) 

Ladies and gentlemen, boys and girls. Our pro- 
gram this evening has to do with one subject and one 



Progressive Agricultural Programs 41 



only, namely, silos and silage. We are going to sing 
silos, talk silos and eat silos till there isn't a one of you 
present who will ever forget a silo as long as he lives. I 
heard the other day of a peron who thought a silo was a 
small plow. How many of you know what a silo is? 
— Good! — all right, we ought to have a pretty spirited 
discussion here tonight. How many here are in favor of 
silos? How many are opposed to them? How many of 
you boys and girls have an opinion? Fine! For you boys 
and girls are going to take us old folks' places pretty 
soon, and you've got to know about those things. Well, 
I've spoken about long enough. But I just want to call 
the attention of the people on the program to this alarm 
clock. When your time is up, it goes oif and you are sup- 
posed to do the same. The first number on our program 
is a little community stunt which our neighbor, William 
Silo Hopkins is going to take charge of. You'll like 
William, I know. He (or she) is wild but haumless. 

Community Singing 
(Whoever takes charge of this stunt) — Friends, I'm 
going to lead you in a little singing about the silo. I 
don't dare say much more or that alarm clock will go off 
before I'm done. But I've got the words written on 
these strips of paper where you all can read them. (He 
pulls out papers where they can be seen.) They are all 
familiar tunes. This first one is to the tune of "Old 
Black Joe." Let me read over the words while you fol- 
low them, then we'll all get them easily when we begin 
to sing. (Reads over song.) Now, then, I'll give you 
the key and I'll beat time so we'll all stay together.You've 
got the words right here and if somebody will open a 
window we'll all get the air. Ready: (The words of the 
following songs should be ivritten or printed on strips 
of heavy wrapping paper in printer's ink. This ink may 
be obtained at any hardware store or book store. It. 
costs twenty-five cents a bottle and is put on with ai 
brush which also costs twenty-five cents. The songs 
should be pinned on a clothes line in front of the aud- 



42 Progressive Agricultural Programs 

ience, high enough so that all may see it, and well lighted 
so it may be easily leaxl. The leader should know the 
songs by heart so he need not look at them for he should 
be looking over the audience instead. If the leader ap- 
proaches his audience with easy assurance that they are 
going to si7\g, they will respond in just such a spirit. One 
should always begin rvith the simplest, most familiar 
tunes so the audience will not become discouraged.) 

Old Silo 
Tune— "Old Black Joe" 
Gone are the days when I stacked all of my hay, 
Gone are those days for I've found a better way; 
Gone are they all for great forage crops I grow. 
And cut 'em green and pack 'em in my new silo. 
Chorus — 

A silo's worth while 0, 
Tho it took a lot of dough, 
My C0V7S are all contented with their new silo. 
That was very good. Suppose we sing it just once 
more. {They do.) Fine. Now the next song is a silage 
song to the tune of "Good Bye, My Lover, Good Bye." 

Sunflowers 
Tune — "Good Bye, My Lover, Good Bye." 
If you need help to beat the drought, 
Grow good sunflowers for feed. 
Plant the rows both north and south. 
Grow good sunflowers for feed. 
Chorus — ■ 

Big yellow sunflowers, giant old sunflowers, 
Cows all eat sunflowers, they eat sunflowers for 
feed. 

Farm Bureau men who've tried them, say, 
"Grow good sunflowers for feed." 
They're a dry land crop that's come to stay; 
Grow good sunflowers for feed. 

(Cliorus) 



Prog7'essive Agricidtural Programs 43 



I grew some once for kindling wood, 

And piled them up to dry, 

My old cow found they tasted good — 

Good bye, sunflowers, good bye. 
{Chorus) 

Now, if this story you should doubt, 

Grow good sunflowers for feed. 

You woii't be long in finding out 

That they will fill your need. 
{Chorus) 

Corn 

Tune — "Over There" 
Yellow corn, mellow corn, growing high as my head 

in the field, 
I've got a silo, it's sure worth while 0, 
You ought to see my heavy yield. 
Silage sweet, can't be beat, when it's made from such 

corn, cows will eat. 
All the winter through, and then give rich milk, too. 
So I'm. mighty glad corn is growing in my field. 

Alfalfa Hay 

Tunc— "My /ideline" 
Alfalfa hay, you're here to stay, 
Your yield's so good, you surely pay. 
You make my cows give milk galore. 
Why have I never planted you before? 

Sweet Clover 
Tune — "Pack Up Your Troubles" 
Plant sweet clover on your dry-land farm. 
Then smile, smile, smile. 

If a drought should hit you, it won't suffer harm. 
So smile, boys, that's the style. 
What's the use of worrying, sweet clover is worth 

while. 
S© — if you want a forage crop, just Dick on this, 
And smile, smile, smile. 



44 Progressive Agricultural Programs 

I'VE Been Working 

Tune — "I've Been Working on the Railroad" 

I've been working on a silo, all the livelong day, 

I've been w^orking on a silo, stowing feed away, 

When the chilly winds are blov/ing, on some frosty 

morn, 
Then my dairy cows are lowing for some juicy, 
canned corn. 

Chairman — Well, we certainly did co-operate well 
on the singing part of the program. I hope if you have 
anything to say during the rest of the performance that 
you will speak right up and get it off your chest. The 
next number on our program is a talk, "The Silo and 
Its Use," by . 

Suggestions for this talk: If possible, have this 
talk given by some man in the neighborhood who has a 
silo and is talking from practical experience. The aud- 
ience gets more through the sense of sight than of hear- 
ing, so, if possible, have the talk illustrated by a draw- 
ing at the board. In doing this, however, the speaker 
should be careful not to turn so his voice will be directed 
away from his audience. This talk should certainly be 
limited to a definite time, and people should be encour- 
aged to ask questions. Perhaps such a subject as the 
one given above would not suit the neighborhood in 
v^'hich the program is to be given. In that case, maybe 
some one of the other topics given below could be sub- 
stituted. In selecting topics to be discussed at this pro- 
gram, a great deal depends on the community. Perhaps 
they are well acquainted with silos, in which case the 
program could go more deeply into the subject and dis- 
cuss more definite technical points. This program was 
made up with the idea that the audience as a whole did 
not know very much about silos. 

Construction of a silo; Homemade Silos; Filling the 
Silo; Feeding Silage. 

Any speaker can command the attention of an aud- 
ience by being definite, specific, making himself clear. 



Progressive Agricultural Programs 45 

and making himself heard. If "Construction of a Silo" 
is the subject, the way for a clear understanding of the 
subject would be paved by explaining the principle of a 
silo at the very beginning. Do not take it for granted 
that your audience knows as much of the subject as you 
do. Outlining your speech is invaluable assistance in 
getting over the information you wish to convey. Such 
an outline follows : 

The Silo and Its Use 

Introduction: Explanation of the silo's principle; 
history of introduction of silos; enumeration of differ- 
ent kinds of silos ; then the enumeration of particular si- 
los best suited to your own community. 

Body of Speech: Why this subject is of importance 
in this community. A description of the silos suited to 
the community. (Here, if possible, make a rough draw- 
ing as talk is given or have pictures to pass about, or a 
little model to show.) Cost of construction, materials 
required, amount of time it takes to build one, use of it 
when it is built. (At all times use actual experiences in 
the com.munity and call on people in the audience for 
verification of figures, etc. This trick keeps the entire 
audience at attention and makes them feel they have 
some part in the program. Let them ask questions as you 
go. A talk that makes people want to ask questions is a 
good talk.) 

Conclusion: Sum up your big facts about silos and 
what they could do for the community. Remember the 
last fact you mention is the one that will linger longest 
in the minds of your audience. 

Chairman — Well, sir, I know more about the silo 
than I did and I guess there's a lot of people in the aud- 
ience just like me. And now we're going to listen to a 
testimony written by a dairy cow in our community. 



46 Progressive Agricultural Programs 

The Way To a Cow's Heart 

Tune — "Old Kentucky Home" 
I'm Smith's old cow and I'm going to tell you now, 
What happened to poor old me. 
Just harken to my song, for it's not so very long, 
I'll tell you how the silo set me free. 
Chorus — - 

Sleep no more, Oh, neighbors, 
Oh, sleep no more right now. 
For if tanlac is the dope that gives human beings 

hope, 
So is silage to the good old dairy cow. 

It was hard to beat all the things I had to eat 
On the ranch in the sad days of yore. 
Monotony? Oh, say! It was hay, hay, hay, hay, hay, 
Till eating got to be a fearful bore. 
Chorus — 

We all got together, 

The feeling ran quite high. 

We didn't like our food, we were in a "striking" 

mood, 
And agreed that very soon we'd all go dry. 

I interviewed old Smith, who promised us that if 
We'd be good cows and get back on the job, 
He'd try if he was able, to set a better table, 
Tho the poor old tightwad said it with a sob. 
CJiorus— 

We said "We want a silo; it's green food that we 

need. 
And the cost won't be great, for they tell us they 

can make 
Perfect silage out of every kind of weed." 

Well, we've got a silo tall, and Mr. Smith each fall 

Cans up our winter eats like his wife 

Cans fruits, greens and meat for the human folks 

to eat. 
Are we contented cows? You bet your life. 



Progressive Agricultural Programs 4*7 



Chorus — 

Reach man's heart thru his stomach, 

At least that's what they say. 

Now tell me, can you see why a cow's route cannot 

be 
Developed in the very selfsame way? 

N. B. — Care must be observed in some of the lines 
which contain too many syllables, but they will sing all 
right if they are hustled up a bit. If somebody could 
rig up a cow's head and sing from behind this, it would 
add much to the effect of the song. All this may sound 
silly, but remember that in every audience there is a 
large proportion of children and they should be consid- 
ered in some of the entertainment. Anyhow it is good 
for everybody to be silly at times. 

Chairman — That cow surely is a good speaker — par- 
don me, I mean a good singer. And I certainly agree 
with her about the route to a man's heart. That's how 
I fell in love with my wife — she made such good bis- 
cuits. The next thing on our program tonight is a dis- 
cussion in which we want everybody to take part. Now, 
the women certainly have something to say on this ques- 
tion of silos and silage. They do on every other subject 
under the sun. So, let's hear from them in the course 
of this confab. Mr. is going to give his testi- 
mony about his experience with silos : 

Discussion 
Here follows an experience meeting which is care- 
fully steered by the chairman who does not let one per- 
son monopolize the discussion, but tries to get everybody 
to say something. Arguments pro and con are advanced. 
Do not continue too long. 

Chairman — Well, folks, you have been sitting pretty 
long now so let's stand up and get the crick out of our 

backs. We're going to have lead us in a little 

physical torture. 



48 Progressive Agrienltural Programs 

Calisthenics 
If there is a soldier in the audience, have him give 
a few simple exercises which are within the range of 
everybody present. Open the windows first of all. The 
leader of this should look about carefully beforehand and 
see what kind of exercises are possible. For instance, if 
the audience is packed in the room, only such things as 
breathing, arm movements toward the ceiling and exer- 
cises that do 1 ot take up room must be given. People 
will readily respond to all this if the leader starts with 
something easy, so as not to discourage the audience. 

Chahrnaii — There, now, we are ready to return to 
our program. If tliere was anybody asleep before, I'll 
bet he's waked up now. The next number is a speech by 
one of our most unprogressive citizens, Mr. I. B. Slow, 
who is going to tell us something about silos. 

Monologue 

(Given by a farmer dressed to look like a crabbed 
old man, or he might be a crabbed young man. If there 
is much opposition to silos in your community, put this 
first on the program to disarm the critics. Otherwise 
you might offend somebody who had advanced some of 
these arguments.) 

Ladies and gentlemen: I'm from (some town). And 
I come out here to farm just ten year ago, I was living- 
quiet and peaceful in (town), mindin' everybody's busi- 
ness and helpin' make the main street look like a 
crowded city thorofare, when what do you suppose they 
did? They tore down the building I was used to leanin' 
against and it was up to me to move and so I come to 
the country. Now, I've listened with some interest to 
what the cow had to say about silos and I want to say 
that I'm agin them and I'm agin such radical cows. Cows 
with strength like that is bound to yield strong butter. 
You can't get around it. I'm agin labor unions of all 
sorts. Why, I had a brother in the laundry business who 
was such a strong labor union man that he refused to 



Progressive Agric ultural Programs 49 

wash anything but union suits. Now that's carrying a 
thing too far. What's this country coming to, I'd like 
to know, with all their new-fangled notions. I thank 
heaven my wife thinks the way I do — say, she's an intel- 
ligent woman! You ought to hear her when they came 
and asked her to help in the woman suffrage campaign. 
"Why, you don't want the men to vote all alone, do you?" 
they asked her. Land ! She just stood up and said : 
"Well, if there's one thing the men can do alone, for 
heaven's sake let them do it." Speaking of varnishes, 
I'm agin this silo business from first to last. I'm agin 
canning anything. I've been canned myself, and I know 
how it goes. "Gives us green food," they say. I ask, 
ain't human beings green enough as it is? And animals, 
too. Well, a feller from town came down here a year 
ago, and he wanted to sell me a silo. I just told him, I 
says: "My father never had no silo for his cows, and 
what was good enough for him is good enough for me. 
My cows ain't used to pampering. They'll eat dry hay 
and straw or they won't eat nothing." I turned him 
down flat, I tell you, and what do you s'pose he said 
when he left? He turned to me and he said, "I'm com- 
ing down next week and I'm going to sell you a self- 
starter, you old crank." Now, why do you s'pose he said 
that? Well, he did sell some in our neighborhood — silos, 
I mean — and I know they ain't going to turn out right 
Stands to rearcn they won't. Why, all that there stuff 
in there fermentin' makes acid that's a-goin' to eat out 
one of the stumicks of the cow and then she can't chaw 
her cud any more and you know that chawin' her cud 
makes a cow just as happy as chewing the rag does a 
woman. So where are the contented cows they are talk- 
ing about? And it's a-goin' to make their teeth fall out. 
Goin' to? It has done it a'ready. Why I was down to 
Smith's pasture the other day and I looked in all the 
cows' mouths and all their upper front teeth were gone. 
Dropped out, I tell you, because of that acid. Well, silos 
do a powerful lot of fermenting and it don't take the 
cows long to find it out. No, sir. I wish you could see 



50 Progressive Agricultural Programs 

some of my neighbor Smith's cows. They are the most 
spirited animals in the country. And they simply won't 
do any more grazing in the fields. They just insist on 
standing at the bars all the time. No wonder they argue 
in favor of silrge. And I wish you could know what it 
is doing for the milk. And it's not alone here; it's all 
over the country. This movement for silos is nationwide. 
The slogan, "Milk, the national beverage," isn't so hard 
to understand now. No, sir — sooner than introduce a 
silo on my farm, I'd introduce a private still. And I sup- 
pose some day the temperate cows of our country will 
start a nationwide movement and all go dry. I'm proud 
to say my cows have done that already. I thank you. 

Chairman — Well, since we have listened to Brother 
Slow, we certainly know all about the disadvantages of 

the silo. And now is going to tell us about 

the other phase of silos and that is what goes in them 
— silage and forage crops which are best adapted to this 
vicinity. 

Silage and Forage Crops 
In this speech as in previous ones, make it clear 
what kind of forage crops are necessary for silage, and 
why, at the outset. By doing this, children and women 
can understand as well as the men. Such a speech might 
concern itself with: 

Best forage crops for that locality. Corn, 

sunflowers, oats, peas, clover, alfalfa, sweet 

clover, etc. 

Methods of growing. 

Methods of harvesting. 

Testimonials from those present as to best 

forage crops, etc. 
(This speech could be made more interesting by 
bringing samples of plants raised in the locality, show- 
ing roots, tops, etc. These could be explained to aud- 
ience. This might also be done to the soils of the neigh- 
borhood, by showing samples, etc.) 



Progressive Agricultur al Programs 51 

Chairman — We haven't heard from the children yet. 
And now we're going to have a dialogue by our young- 
sters. 

The Silo to the Rescue 
(Suggestions for costuming: First little boy is cov- 
ered with dried grasses and made to look as withered and 
dry as possible. Second little boy, or girl, is dressed in 
bright green tissue paper which should be shaped if pos- 
sible, to look tall and" slender like grass. Third child 
is enclosed in a gunny sack which is padded with paper. 
Holes are cut in the bottom for his feet and in the sides 
for his hands. The top of the bag is gathered about the 
neck. The fourth child in enclosed in a long tube of 
heavy paper to resemble a silo. Eyes, nose and mouth 
can be cut in this tube and it should be plainly labelled 
"SILO.") 

First Child — {Comes out by himself) 

I'm dried up pasture grass, and I 
Help make your dairy cows go dry. 
I used to be as bright and green 
As any grass that e'er was seen; 
But now I am quite dead, you see. 
Alas! I am a "Used to be." 

Second Child — (Comes out. Takes place by 1st child) 
I'm June Grass, young and tender. I 
Just hate to see the months go by, 
Because the dear cows love me so. 
Alas, my heart is full of woe! 
I look at him (points to Dry Grass) and I see 
Just what is to become of me! (Cries.) 

Third Child — (taking place beside other two) 
I'm chop feed and I cost a lot 
You know (nods at audience), you folks, who 
me have bought. 



52 Progressive Agricultural Programs 



But I increase the flow of milk, 
And make your cows as sleek as silk. 
I take the place of summer grass, 
And cost a lot. Alack! Alas! 

Fourth Child — {rushing in as tho to their aid) 
Ah, little friends, if you'd use me. 
So very happy you would be! 
(To Dry Grass) I'd can you 'fore you got so dry. 
And then you'd never have to die. 
{To June Grass) To you I'd sing the self -same 

tune, 
You'd stay as green as when in June. 
(To Chop Feed) And you, they'd never have to 

buy 
When prices are so awful high. 

Other Three— 

Oh, Silo, thank you for your aid, 

The cows need never be afraid 

.With you around to feed them well. 

To every farmer let us tell — 

{Here they lean toward aiidicnce. Shake fing&rs.) 

We know of nothing more worth while — 0, 

Than building you a good old silo. 

{Exeunt) 

Chairman — Friends, we are going to conclude our 
program by singing another community silo song, and 
then the ladies are going to feed us a little human silage 
if I am not mistaken. And we hope that you will all go 
away feeling a good deal more interest in the subject of 
silos than you ever have before. Mayba some of you are 
converted enough to build one on your farm. Maybe 
some of these youngsters who belong to the boys' and 
girls' club will start something in the silage line them- 
selves, next year. 



Progressive A gric ultural Programs 53 

Silage Song 
Time — "Auld Lang Syne" 
Should good old silos be forgot and never brought 

to mind? 
Or forage crops, or sunflowers, corn and things of 

that same kind? 
The silo is a thing worth while, I'm going to make 

it mine. 
Come on and do the same, my friends, for the sake 

of Auld Lang Syne. 

Refreshments 
Hints on Feeding Silage 

List of Free Bulletins Available on Silos and 
Silage 
{Obtain by ivriting to address given ivith bulletin) 

Hints on Feeding Silage 

1. Silage is well adapted for dairy cattle, beef cat- 
tle and sheep and in a limited way can be fed to horses 
and hogs. 

2. Silage contains from 70 to 80 per cent, water, a 
factor to be considered in its use. 

3. Corn silage tends to keep body tissues sappy, 
the skin pliant, the coat glossy and the bowels normal, 
all of which mark the animals as in condition to make 
the most from their feed. 

4. Silage furnishes throughout winter a uniform 
supply of succulence nearly equal in palatability and 
feeding value to grass. 

5. Eight to ten inches of the silage on top will 
spoil in curing, unless otherwise protected; this should 
be discarded. 

6. The first few feet of silage is not as palatable 
as the silage further down in the silo. 

7. Mouldy and spoiled silage should never be, fed to 
■any class of stock. 



54 Progressive Agricultural Programs 



8. Stock do not readily take to silage at first. Sev- 
eral days are required before they begin to like it. 

9. Feed only what the animals will clean up at a 
time. 

10. The exclusive use of silage is not recommended; 
the sila^^e should replace one-half to two-thirds of the 
roughage. 

11. Silage must be considered a roughage and not a 
conctntraAe. 

12. Approximately three pounds of silage will re- 
place one i-ound of choice hay in feeding value. 

13. In warm weather silage will spoil v/hen exposed 
to air. For this reason a layer should be fed off th? top 
every da>'. 

14. Strongly flavored silage tends to taint the milk; 
this can be prevented by feeding the silage immediately 
after milking. 

Bulletins on Silos 

Construction of a Silo; West Virginia, Bulletin, 

No. 129. 
Pit Silos; U. S. Farmers' Bulletin, No. 825. 
The Silo and Its Use; Missouri Bulletin No. 133. 
Homemade Silos; Montana Extension Bulletin No. 

21. 

Pit, Semipit and Bank Silos; Nebraska Bulletin 
No. 39. 

Silo Construction ; Iowa Experiment Station Bulle- 
tin No. 189. 

Modern Silos Used in Nebraska; Nebraska Exten- 
sion Bulletin No. 40. 

Filling the Silo; Nebraska Extension Bulletin No. 
21. 

Filling the Silo; Missouri Extension Circular No. 5. 



Progressive Agricultural Programs 55 

Bulletins on Growing and Feeding Sunflowers 

Growing and feeding Sunflowers in Montana; Mon- 
tana Experiment Station Bulletin No. 131. 

Silage vs. Grain for Dairy Cows. Ohio Agr. Ex- 
periment Station, Bulletin No. 155. 

Winter Rations for Dairy Heifers ; Missouri Agr. 
Experiment Station Bulletin No. 158. 

Corn Silage, Silage the Keystone of Economical Cat- 
tle Feeding; Indiana Agr. Experiment Station 
Bulletin No. 235. 

Corn Silage in Rations for Fattening Steers; Mis- 
souri Agr. Experiment Station Bulletin No. 150 

Corn Silage and Alfalfa for Beef Production; Ne- 
braska Agr. Experiment Station No. 151. 

Sheep Feeding; Indiana Agr. Exp. Station Bulletins 
179, 221, 202. 

The Value of Silage in the Winter Ration for the 

Breeding Flock; New Hampshire Agr. Exp. 

Station, Circular No. 16. 
Feeding Lambs in the Fall; Nebraska Agr. Exp. 

Station Bulletin No. 167. 
Corn Silage for Winter Feed of Ewes and Young 

Lambs; Indiana Agr. Exp. Station Bulletin 147. 
Rations for Breeding Ewes; Missouri Agr. Exp. 

Station Bulletin No. 120. 



Agriculture In High Schools 



Suggestions for Arrangements 
It is a very good thing to get the audience into an 
agricultural frame ol mind before the program begins. 
To do this, nothing could be better than to have upon 
the walls placards with agricultural slogans on them. 
These could be printed on white paper in big black let- 
tering and be short and to the point. Such things as 
"Agriculture is the longest trail in the world"; "Theory 
and practice must go hand in hand"; "As ye reap, so 
shall ye sow — sow pure seed"; "The farmer is the Atlas 
of the world"; etc., etc. 

A very fine exhibit of interesting agricultural work 
done by the high school could be arranged upon the walls 
and on tables near the front of the stage. Such things 
as grains, manual training work, samples of soils, ger- 
mination tests for seeds, etc. The agricultural teacher 
should be able to think of many fine and interesting ex- 
hibits that will show how much his boys are learning. 
All of these should be made as self-explanatory as pos- 
sible and have big signs on them to attract attention. 

This is a fine practice in advertising. The test of 
this program is that you should send everybody out de- 
lighted with agriculture and with the boys who put the 
program on. Make the other pupils in the high school 
wish they were taking the Agricultural course. 

If there is a printing press in the high school, why 
not have printed programs? 

Advertise and get your audience out to hear this 
program. Every boy should make it his business to see 
that at least five farmers from his community come in to 



Progressive Agricultural Programs 57 

see this program. Posters in windows, good write-ups 
in the local newspaper, announcements at public gath- 
erings are fine ways of advertising meetings. But noth- 
ing is so effective as the personal invitation over the 
phone or by a personal letter. This will be a good pro- 
gram and you should be assured that you will have a 
big audience to play to. 

"Make the program snappy" — this is the motto of 
vaudeville performers. Make it yours. You can make 
your program move with professional quickness by the 
following methods: 

Be sure that every speaker is closely heard to the 
most remote corners of the room. 

Practice speaking loud enough from the very start. 

Enunciate clearly. 

Be careful of the ends of your sentences and do not 
make them like this : "Agriculture is the most important 
subjeees tha zzzzzzrrrrrrr — " 

Place your voice on your lips and teeth, do not let 
it lodge far back in your throat. Remember, the aud- 
ience that cannot hear, promptly loses interest. 

Another thing, have every act right on the minute. 
Just as soon as the chairman has announced a number, 
have it appear — no long waits. 

Have your program full of variety. 

Chairman — Ladies and gentlemen: Agriculture is 
the bulwark of our nation. If every farmer in the 
United States should go on a strike, in a very short time 
the country would be starving. There is no kind of la- 
bor we need more than that of the farmer. One ordinar- 
ily thinks that farming requires no scientific knowledge 
whatever — any old person can farm — make a failure of 
everything else and there still remains farming. This 
is not true. There is no line of business that is sur- 
rounded with more complications — the farmer has to be 
a specialist in many lines. And we are going to try to 
show you tonight a little of what high schools are doing 



58 Progressive Agricidturol Programs 



in the teaching of agriculture to its students. We can 
only hope to touch a few of the high spots, for each one 
of the subjects on our program tonight could well be the 
subject of months of careful study and scientific re- 
search. But we want you all to go away with the feeling 
that agriculture is as interesting a line of work as you 
can find anywhere. Now the first thing on our program 
is going to be a community sing. We want you all to 
sing a little agriculture and get into an agricultural 
frame of mind. will lead us in this singing. 

Community Singing 

{ Suggcstio7is: If this program takes place at night 
in the high school auditorium, have the songs written on 
glass slides in printer's ink and project them on a cur- 
tain with the stercopticon which all Physics departments 
contain. The song leader of course is standing in the 
dark, so have him, or her, carry a flash light to beat time 
with. The pianist should also have a good strong flash 
to see to play the accompaniments by. If the program 
takes place in the day time or there is no stereopticon, 
write the songs on wrapping paper in black printer's ink 
with a camel's hair brush. Make the letters of the song 
at least three inches high, so they may be plainly seen 
from the farthest corner of the room. The songs sug- 
gested here are made brief just so they will not require 
too much paper in the writing. Start with a familiar 
tune, always, in community singing, thus getting the 
confidence of your audience. The song leader should 
know the words by heart so he will not be obliged to turn 
and look at the song. Be sure and read them over first 
so people can see how they go, having the accompanist 
play as you do so. Better sing each song twice. Never 
beg an audience to sing. Walk out on the stage as though 
of course they were going to sing and they will catch 
your confidence. Beat time with few gestures and very 
sure ones. Be sure and give the right key to the aud- 
ience so they will all be on the key. Always tell them 



Progressive Agricultural Programs 59 



when 3'ou are ready to sing. Be good natured and don't 
take yourself too seriously. 

Leader — Ladies and gentlemen : I saw in the paper 
the other day where one negro had assaulted another and 
cut him up quite badly. Both were hauled into court. 
The assailant was noted for his fine voice. So the judge 
said to him: "Sing for us, George, and then I'll pro- 
nounce your verdict." So George sang and sang so v/on- 
derfully that the unanimous opinion of the court was 
that he should go free, which he promptly did. Folks, 
everybody loves singing and most everybody can sing 
in some sort of a fashion. Now, I haven't much of a 
voice myself but I like to sing. Now then, let's see how 
well we can do on these songs I've got here tonight. The 
tunes are all familiar and we have written some paro- 
dies on the words and here they are, copied plainly on 
this wrapping paper. (Unwraps sorigs.) I am going to 

ask and (two men or boys) to hold 

up these songs for me so you all can see them. Can you 
all see? Well, will you move where you can? Now I'll 
read the words over for you while the pianist plays. ( He 
does so.) Have you all got the key? Very well — ready, 
go. [Then sing songs.) 

High School Agriculture 
Tu7ie — Long, Loyig Trail 

Oh, the high school course in farming 

Is a daisy, you'll agree, 

Before this program's over, 

And we want you all to see, 

Agriculture is the biggest thing 

You'll find this whole world through, 

So come with me, and I'll go down 

That long, long trail with you. 
Leader — Folks, that was good. Novv', let's take this 
song to the tune of "The Old Oaken Bucket." I'll read 
the words over first. (Caution — he careful or your aud- 
ience will get off the tune on this line : "We learn about 
soils, etc." Know the tune of the song well yourself.) 



60 Progressive Agricultural Programs 

Theory and Practice 

Tune — "Old Oaken Bucket" 

Oh, theory's fine when it's linked up with practice, 

And that's what our high school is keeping in view. 

We study from text books, how things should be done, 

then 
Those same things we go and immediately do. 
We learn about soils, then we plov/ for our fathers. 
We study 'bout seeds, then those same seeds we sow. 
There're cattle and chickens and pigs, yes, and horses, 
We practice upon them the things that we know. 
Chorus — 

The old days of text books with no actual practice. 
Yes, all of those days in the discard must go. 

Leader — Our last song is to the tune of "Dixie" and 
I know you will find it a good stirring old one, especially 
if any of you are from the South. Come on, now, folks, 
make it snappy. Ready, go — 

Our Farmers 
Oh, the farming business is a great big thing, 
And a song of praise I'd like to sing. 
To the farmer — and his wife — and the rest who make 

it go. 
They feed the world and they clothe it, too, 
Why, what would all the others do. 
Without cotton, and wool, and meat and milk and 
fruit? 
Chorus — 

Oh, we cannot do without them, hooray, hooray. 
And so we'll sing about them and 
Proclaim that in this mighty land, 
I :We need — them more — than any other people.:] 
Leader — Thank you, my friends, for your fine sing- 
ing. 

Chairman — I want to echo what the song leader 
said. You certainly are good co-operators. We are go- 
ing to have a few community stunts tonight in which we 



Progressive Agricultural Programs 61 

ask you all to participate. The next number on our pro- 
gram is our agricultural menu. High school courses of 
study are more or less like a meal — the cooks try to pre- 
pare a wholesome, well-balanced ration and to make it 
attractive. Now, we want you to see what you think of 
our educational menu. 

The High School Agricultural Menu 
{Suggestion: This can all be prepared before the 
program begins, so that it will not take aiiy time to set 
the stage and of course the curtains are drawn whiU^ 
the commu7iity song leader is busy with his work. Have 
four tables in a row across the stage. Seated at each of 
themi are four students. One table is to be labelled 
"Freshman", one "Sophomore", one "Junior", and one 
"Senior." As the curtains are drawn the diners are 
looking at menu cards. A waiter with the conventional 
napkin over his arm, comes in to the Freshman table. 
Each speaker in turn addresses him.) 

First- 
Waiter, in this bill of fare I see 
You offer animal husbandry. 

Waiter — 

Yes, sir, that is true. 

Secoml— 

And, waiter, may I ask of you, 
Just what this dish comprises; I 
Would like to know before I try. 

Waiter — 

Why, surely, sir. It takes the calf, 
The pig, the sheep, the 'horse — one-half 
You study from a charming text. 

Third— 

We do? Then what, I ask, is next? 

Waiter — ■ 

You learn to feed and house them right. 
To judge them, market them — 



C2 Progressive Agricultural Programs 

Fourth- 
Good night! How can you learn this from 
a book? 

Waiter — ■ 

Then on the actual stock you look, 
You visit farms, you do the work. 
There's not a single thing you shirk. 

First— 

Now, I see here a second meal, 

What's called Farm Shop Work, and I feel 

Confusion — nay, almost disorder, 

What is this thing — before I order? 

Waiter- 
Farm Shop Work, folks, means making 

racks. 
And wagon boxes, milk stools, jacks. 

Second — - 

I hate to say I'm such a fool, 

But I don't know how to make a stool. 

Waiter — • 

Well, that's just what this aims to teach. 

Third— 

I think I'll order — it's a peach. 

Waiter — 

Just look around (gestures to things on 

exhibit) and you will see 
How practical this work can be. 

Fourth- 
All right, I place my order now. 

Waiter — 

We'll give good service, never fear. 
(Moves to Sophomore table.) 

First- 
Well, waiter, can this menu touch the 
Freshmen's? 

Waiter — 

You'll get just as much. 



Progressive Agricnltn ral Program s 63 



Second — 

This study, here, of soils, ah, me — 
I wonder what it's going to be? 

Waiter — 

Well, soils and crops is big, 

And hard at this course you must dig. 

Third — ( daintily ) 
Oh, dear, soils must of course mean dirt. 

Waiter — 

Well, some on you won't do much hurt. 

Fourth — 

I suppose in crops we study seeds. 
Waiter — • 

Why, yes, all kinds — including weeds. 

You learn how to prepare the ground, 

What kinds in your own home are found. 

You put in crops, you cultivate — 

First — • 

Where is this done? You did not state. 
Waiter — ■ 

You do this on your father's place. 

Seco7id — 

I s'pose we set our dads a pace. 

Waiter — 

You bet you do — you'll show him things 
That careful cultivation brings. 

Third- 
Well, here's a course in tractors — Fun! 
I'd like to know just how they're run. 

Waiter — 

Well, you will know before you're through. 

Fourth — 

I guess I'll take that course in tractors, too. 

Waiter— 

You learn to take them all apart, 
And reassemble from the start. 
And do I understand that here I get 
Four orders for this course? 



64 Progressive Agricultural Programs 

All— 

You bet! 

{Waiter 7noves to third table, "Junior."} 
First — 

This course looks like the finest pickin's, 

For it's a hill of fare of chicken. 
Waiter — 

Poultry and dairying — you're right. 
Second — 

We juniors all are mighty bright, 

Come tell of this course and how 

To tackle it — 
Waiter — 

You milk a cow — 
Third— 

I milked just once. I almost died, 

By getting on the cow's wrong side. 
Waiter — 

If you had been so awful bright 

You'd have known her wrong side from her 
right 
Fourth — 

And do we actually care for hens 

And herd them in their little pens? 
{J^akes this sound silly.) 
Waiter — • 

You bet you do. And records keep 

Of feeding, produce — there's a heap 

You'll learn before the year is through. 

Shall I place the order for all four of you? 
First— 

We'll like this course just like the dickens,. 

For all of us are fond of chickens. 

{Waiter moves to fourth table, "Senior."} 
First — 

This course sounds most detestable. 

And very undigestible. 



Progressive Agricultural Programs 65 



Rural economics, sociology, farm manage- 
ment—all these dull three 
Just simply get my mental goat. 

Waiter^ 

They would if you learned them all by rote, 
But when you every one apply, 
You'll find they are not one bit dry. 

Second — 

P'arm Management — sounds good to me, 
I wonder what that course can be? 

Waiter — 

It means you're learning business ways 
To run a ranch. The things you raise 
You know the cost of — 

Third— 

Mercy me! Just like they run a groceree, 
Or any other store in town. 

Waiter— 

Why, sure. You do the things up brown. 

Fourth— 

I suppose you learn to buy and sell. 

Waiter — 

You do, and learn it well 
Of course. 

First- 
Well, this sounds better than I thought. 

Second — 

I'd like to have this course ail taught. 

Waiter- 
Well, gentlemen, I'm glad you place 
Your orders. In this farming race 
It needs a lot of study, so 
Your work successfully will go. 

(As he goes out.) 
I hope you'll find our service good. 
And get all of the things you should. 

CURTAIN 



66 Progressive Agricultural Programs 

Chairman — Well, that looks like a pretty good 
menu, doesn't it? Stock, seeds, soils, manual training, 
tractors, poultry, dairying, farm management, market- 
ing — looks as though almost all the activities of the 
farm are included. 

The next number on our program is a demonstra- 
tion by -^ . This modern day and age produces 

many people of the Missourian type, who want it to be 
shown. Well, is going to show you. 

Demonstration 
{Suggestions for this: Have it last about fifteen 
minuLes. Appeal as much to the eye as possible. Shoiv 
by all manner of tests that may easily be seen from the 
audience what you are trying to make clear. In begin- 
ning this demonstration, state clearly any underlying 
principles and half of your difficulty is over with. Use the 
blackboard, hut bo very careful in doing this not to turn 
away from your audience and if you do, talk very loiidhj 
and- distincthj. It is poor busi7iess usually to 2}ciss things 
about the audience while you talk, as it distracts their 
attention from what you are saying. The difficulty of a 
demonstration is to keep talking while you are ivorking 
with your hands. Practice this demonstration until you 
have it down to a fine point. If possible, put in a joke 
or two, now and then. Try to get people to ask questions. 
Be sure and hold up your experiments or illustrative ma- 
terial where fJie fartiicst person in the room may see it.) 

[Composition of Soils (See "A") 
I Moisture in Soils ("B") 
I Working of Soils ; especially 
Demonstration of Soils} summer fallowing ("C") 
I Fertilization of soils 
I Alkali soils ( litmus test) 
[Acid soils (litmus test) 

(A) Physical composition of Soils: Humus, sandy loam, 
heavy clay. Put separate samples in shallow pans. 



Progressive Agricultural Programs 67 

moisten them, work them with knife and let them 
dry. Do this some time before the demonstration. 
At the demonstration, the effect of plowing a wet 
soil can be shown. The humus and sandy loam 
will be friable. The heavy gumbo or clay will make 
a hard clod. Run these through the fingers so the 
audience can see. Another interesting phase of 
this demonstration would be to add humus to the 
gumbo and treat in the same way. 

(B) Moisture in Soils: Place the four samples pre- 
viously mentioned in glass tubes open at both 
ends. (Small lamp chimneys will do.) Tie a thin 
cheesecloth over one end to hold the soil in and set 
them in shallow pans of water. Do this several 
hours before the demiOnstration. The talk can be 
given on moisture holding capacity and rate of 
capillary movement. Take a lump of sugar and 
show rising of water in soils with the aid of col- 
ored water. 

(C) Working of Soils: One of the essential things is 
to keep down weeds. This is a most important 
subject and one of great interest to farmers. A 
talk on the correct methods of summer fallowing 
would be very fine. You might make the talk more 
interesting by illustrating furrow at board. A 
good thing would be to go to several farmers who 
had summer fallowed and get their yields. This 
will carry great weight, especially to an audience 
of farmers. 

Caution: So as not to incur any criticism of being 
impractical, all this program should be carefully adapted 
to local conditions. For instance, if a boy should get up 
and advocate manuring soils heavily in a dry climate, 
where it could not rot, he would lay himself open to the 
criticism of being merely a book farmer. 

This talk could be made most charming with the 
aid of actual soil and simple experiments performed 



G8 Progressive Agricidtural Programs 

where tha audience might see. In all this you can maiH- 
tain the interest by constantly linking your work up 
with local conditions. Get samples of local soils, refer to 
certain well-known pieces of land, etc. This local inter- 
est N\ ill surely bring out (luestions from your audience 
if any of them are farmers. 

[Germination tests (actual experience) 
I Growth of Seeds (have some seeds in 
I stages of growth showing how it car- 
Demonstration I ries food enough, in itself to get the 
of j plant to the surface, etc.) 

Seeds I Grading outfit ( borrow one from local 

I elevator to show how grain is graded 
I commercially. This might be made 
[ very interesting, indeed.) 

In this, as in tiie previous demonstration, keep your 
appeal a local one. Discuss only seeds that are locally 
grovvU. 

There are many other things you could demonstrate 
and this is entirely your problem to select the thing you 
have been studying that best adapts itself to demoristra- 
tion. However, have only one subject spoken about and 
demonstrated. One is enough. 

Chairman — I am sure we all have learned a good 

deal about from . He certainly 

did show us all right. I said there would be something 
on the program for the entire audience, didn't I? All 

right, we're going to have get up and give us 

seme barnyard yells. Now, we high school folks have 
our jells, college people have their yells — why should not 
farmers have their yells? Everywhere you hear teams 
rooting — why not the plow horses? Why shouldn't the 
pigs root for one another? I see plainly that you agree 
with me in this. So let's hear you give these yells with 
vim and vigor. 

Yell Leader — Are you with me folks? I see you 
are. Now, the first "yell we're going to have tonight is 



Progressive Agricultural Programs 69 



one about potatoes — which represent an almost univer- 
sal interest among the farmers. Seldom will you find a, 
ranch that does not raise some potatoes. Vv'e cannot 
say enough in their praise. So let's yell for them.. This 
is the yell: 

Spuds for paw. 

Spuds for maw, 

Baked or boiled or 

Raw, raw, raw! 

Now, let's yell it. Everybody stand up. One, two, 
three — go. {They yell it.) Now, here's one for the 
sheep, pigs and cows. Begin slowly at first, growing 
faster and louder till you end in a great big shout. 
Ugh, ugh, ugh, baaa, baaa, baaa, (slow) 
Ugh, ugh, ugh, baaa, baaa, baaa, (faster) 
Ugh, ugh, ugh, baaa, baaa, baaa, (very fast) 
(Now fairly shout) MOOOOOOOOOO! 

Now, we're going to do Vv'hat is called the siren yell. 
Nothing is better adapted to this yell than the bawling 
of a cov/. In fact when she bawls she is one of the very 
best siren yell leaders you could find. To give a siren 
yell, we begin softly, swell up in the loudest sounds of 
which we are capable and then sing down to almost a 
whisper. Come on, folks; first I'll give you the yell and 
show you how it is done. 

MooooooOOOOOOOoooooo ! 
Suggestions: The writer was much handicapped 
by lack of knowledge of rural conditions. The average 
high school boy should be able to make up far better 
yells than these which are merely suggestive. In giving 
yells, much is dependent on making the audience under- 
stand clearly just what the yell is and to be sure they 
know the words before they yell them. A good idea 
mignt be to have them written on wrapping paper in big 
black lettering. Be sure and choose a fellow with much 
personal magnetism and self-confidence for this stunt. 



70 Progressive Agricultural Programs 



Chairman — You certainly do get a lot of good team 
work out of rooting together. I had no idea that the 
animals on the farm were so up-to-date — ahead of us, in 
fact. They've been giving these yells for centuries, 
while we high school and college folks have been at it a 
comparatively short time. The next number on our pro- 
gram has to do with tractors. You know the Freshman 
course has in it a comprehensive course on tractors and 

engines in general. will give to you a rather 

sad little story about one tractor in particular, and a 
farmer in general. 

A Tractor Tragedy 

Tune — "CascT Joyies" 
(May be used as a recitation, omitting chorus.) 
Oh, come all you farmers if you want to hear 
About a farmer and a tractor dear. 
Oh, it sure was dear when it came to expense, 
The farmer who owned it had dollars but no sense. 

Chorus — 

Farmer Brown he went and bought a tractor, 
Farmer Brown was sorry he did so. 
Farmer Brown knew nothing 'bout a tractor, 
And almost all the time that tractor wouldn't go. 

Oh, he fixed her up and started to plow. 
But something happened, he didn't know how, 
And she stopped dead still in the middle of the road. 
For nobody knew that tractor's telegraph code. 
(Chorus:) 

Well, they lost two days and went to town, 
And brought an expert engineer down. 
He got her going and he told them how 
Her inner workings were as simple as a cow. 
(Chorus:) 



Progressive AgricnUiiral Programs 71 



They started to plow next week, you bet, 
And that old tractor's besn going yet, 
But somebody must have tried to be mean, 
And threw a monkey wrench into that poor machine. 
{Chorus:) 

Then Farmer Brown got mad lor fair. 
He swore hot oaths and he tore his hair. 
And he left her there just where she died. 
And went back to horses, though it hurt his pride. 
{Chorus:) 

Now, about that time his son entered High, 
And resolved that the Aggie course he'd have to try, 
And before the Freshman year was past. 
He knew a tractor from first to last. 
{Chorus:) 

One fresh spring day, when the birds sang svv'eet, 
Young Brown and that tractor both chanced to meet, 
Out in the field where she'd been for days, 
He resolved that he would help that poor old tractor 
mend her ways. 

{Chorus:) 

So he took her apart and put her back new. 
And gave her fly-wheel a twist or two, 
She purred with content like a happy cat. 
As young Brown guided her from where he sat. 
{Chorus:) 

Old Brown was rounding the hill on a plow, 
Behind five horses, he was thinking how 
A tractor sure is a worthless thing. 
And never more worthless than in the spring. 
{Chorus:) 

He raised his eyes to the azure blue. 
And he saw sumpin coniin', first thing he knew. 
The tractor and his son went sailing by, 
And when he saw them he could not believe his eye, 
{Chorus:) 



Progressive Auricidtural Programs 



Well, Farmer Brown thinks high school pays.. 
And he lifts his voice in a song of praise, 
The Aggie course he thinks is great, 
For it taught his son a tractor to recusitate. 

Chorus — - 

Farmer Brown, he's plowing with that tractor. 
Farmer Brown has no more troubles now, 
Farmer Brown has no bills for repairs. 
For his son does the business and knows just how. 

Encore 
This tale has a moral, it's plain to see, 
If from engineering worries, you would be free, 
Send your boy to high school, no it's or but's, 
And he will learn an engine from its soup to nuts. 

Chort's — • 

He will iearn quite all about a tractor, 
Autos, too, will be his specialtee. 
He will save repair bills by the dozen, 
And keep your engines running, oh yes siree! 

(Sfiggcslions: An effective rendition of this song 
would be to have a bench. Enter a young fellow in work- 
ing clothes, carrying a ukelele or a guitar. He sits down 
on the bench, tunes up the instrument carelessly, hums 
a little in a hit and miss fashion and then begins this 
song. The only precaution is to be sure that every word 
is distinctly heard. Do not sing if people are laughing, 
as they miss what is being said. 

Chairman — -Wasn't it Shakespeare who remarked, 
"The Play's the Thing"? We are going to listen to a 
little dramatization of one of the studies we take up in 
our Agricultural course. It is called, "How Bob Saved 
the Day." 



Progressive Agricultural Programs 73 

How Bob Saved the Day 
Characters : 

Mr. I. B. Slow, who is asleep on the job. 
Bob, his son, a student at high school. 
Thieves: Drought, Continuous Cropping, Poor 
Seed, Weeds, Poor Marketing, One Crop 
Methods. 
Saviors of Slow: Summer Fallow, Rotation of 
Crops, Pure Seed, Cultivation, Co-operative Market- 
ing, Diversification. 

Scene — A table round ivhich are grouped the viU 
tains of the piece — the thieves. This should much resem- 
ble a scene in movie underworld dramas. There are 
glasses, cards, etc., on the table. Drought should be 
dressed to appear dry and shrivelled. A long tube of 
brown cambric ivould be good for him. Continuous 
Cropping should appear pale and languid. Poor Seed 
looks as scrubby as possible. Weeds should be rank and 
big ayid look utterly worthless. Poor Marketing shoidd 
be a doddering , uncertain old man. One Crop Methods 
shoidd be big and aggressive and egotistic. Of course, 
these need 7iot be costuMed, but if the girls in the Home 
Economics class coidd make some costumes, it tooidd be 
a fine thing. In order to have them clearly imderstood, 
maybe a sign on the chest of each one would be a good 
thing.) 

Drought — You need never fear he'll wake up. I. B. 
Slow is as sound asleep as if he were dead. 

Continuous Cropping — Suppose, Mr. Drought, he 
were to stir though, when we start off with his treasure? 

Poor Seed — Oh, mercy! Continuous Cropping, 
you're so afraid. I've done this same thing hundreds of 
times. They never wake up — 

Weeds— Till it is too late. 

Poor Seed — We know 'em, don't we. Weed, old fel- 
low. (Pats hitn on the back.) 



Progressive Agricultural Programs 



Weeds — Indeed we do, Poor Seed. 

Bad Marketing^Shaking a tremulous finger) I'm 
an old man, but I've got more farmers in my day than 
any of you. Just let Bad Marketing have the first whack 
at him. I'll show you. 

One Crop Methods — I don't know about that. I be- 
lieve I've just about got you skinned. Bad Marketing — 
in fact, all of you. 

AU — {offended) Is that so? How? 

0. C. Methods — Why, by getting him to put all his 
eggs in one basket. He's depended on me for years, now. 
I've been his main prop — in fact his only prop, and I'd 
like to know what is going to happen to him when I 
withdrav/. 

Drought — You always were an individualist, One 
Crop. Now, this job needs a little co-operation. Bad- 
Marketing, you 

Bad Mar. — You caij't expect any from me. Why, 
that's where I base all my success in past years — on lack 
of co-operation. 

Weeds — Come, come, we've talked enough. Let's get 
busy. The thing to do is to go at once to his farm, sneak 
up on him and rob him while he is sleeping so soundly. 

Poor Seed — There's just one thing we need to fear. 

Drought— What is that? 

Poor Seed — There's one member of Slow's family 
who is not asleep, and that is his son, who is going to 
high school. 

Weeds — Pooh! He's in town — learning things about 
us out of books and never putting a thing into practice. 
Poor Seed, you're just naturally fearful. 

Bad Mar. — I'm the oldest of any of you here, and I 
claim the first right to the treasures. 

Con. Crop. — Yes, you are the oldest, Bad Marketing, 

Weeds — Come on; stop that quarrelling. It gets 
you nowhere. Come on. 

(Exeunt all; or draw curtaiyi.) 



Progressive A.firiculhiral Programs 



Scene 2. 
In the middle of the room sits I. B. Slow, surrounded 
by his treasure in bags labelled "gold." He is fast asleep 
and snoring loudly. In front of him at a table are the 
remnants of a meal showing hs has catnn and drunk a 
great deal. In corae the thieves with handkerchiefs on 
their faces like masks. They steal off ivith his gold, hut 
before tJaij go they speak a bit in subdued to7ies. 

Bad Mar. — Ha, ha, ha, old Slow. I knov/ you. Fast 
asleep as usual. 

Poor Seed — Ssh ! I don't want him to catch me here. 

V/eeds — Land, we could overpower him if he did 
wake up. ( TJie farmer stirs and Poor Seed gives a lit- 
tle siiriik and falls back.) 

Con. Crop. — Coward! 

0. C. Methods — Well, Fm going to get out of here 
while the getting's good. 

Drought — Me, too. {They all pack off Sloiv's goods, 
le\aving iiim nothing.) 

Curtain 

Scene 3. 
Same as Scene two. Farmer Slotv is ivaking up 
slotvlij and urith many yawns. He looks srailingly around, 
then his face grows solemn and he rubs his eyes as he 
sees his treaure gone. He rises from, his chair, gives a 
terrible groan and rushes to the door crying "Helpli 
Thieves!" 

Bob — (rushing into room) Why, father, what is 
the matter? 

Slow — My treasure! My treasure! Gone! 

Bob— Gonel 

Sloiv — Yes, I had it just a bit ago. I was counting 
my gold and eating my supper and now it is gone ! Gone ! 

Bob — It must have been stolen. 



■/6 Progressive Af/ricultural Programs 

Sloiv — Stolen! Of course it was stolen. But who 
did it? 

Boh — (examining footprints) Ah! 

Sloio — What have you found? 

Bob — If I am not mistaken, Drought has been here 
for one. Yes, and Weeds and Poor Seed and ( looks fur- 
ther) Bad Marketing, Continuous Cropping, One Crop 
Methods— 

Slow — Why, how do you know? 

Bob — We learned all about their footprints and 
traces in school. You see, Father, we take a lot of de- 
tective work there. 

Slow — Oh, if you could get me back my treasure! 

Bob — I believe I can. Dad. But you'll have to help. 
We made some weapons in school just for the purpose of 
overpowering these villains. I'll go and get them. [Exit.) 

Slow — Oh, my treasure, my treasure! 

Bob — {returning n-itJi several pieces of equipment) 
Now, Dad, you take this gun and buckle on this belt. 

.S/o;r— What are they? 

Bob — The belt is full of Pure Seeds, the gun is co- 
operative marketing. Take this canteen, too, for the 
terrible enemy. Drought. 

Slow — What is in it? 

Bob — Summer fallow. It's a, mighty good rem- 
edy for him. 

Sloic — What are those things you are carrying? 

Bob — This bomb I'm going to throw is Cultivation. 
That will surely bring down Weeds. And with these 
gloves I am going to spar with Continuous Cropping — 
they are Rotation of Crops. 

Slow — Are we going on foot, son? 

Bob — No, indeed, we are going to ride in the Di- 
versification Super-Six machine I brought from high 
school. It is warranted not to break down, no matter 



Progressive Agricultural Programs 77 

how bad the roads are. Ready, Father? All right, come 
ahead. 

(Exeunt, and after sounds of scuffle and yells, re- 
enter, bringing in the thieves, bou7id, and the recovered 
treasure..) 

Slow — My son, I owe this all to you. 

Boh — Not all, Father. You put up one of the best 
fights I have ever seen. 

Slow — Say, I didn't do so worse, did I? Well, they'll 
never get me again, thanks to your high school. Educa- 
tion does pay, after all. 

Bob — It's a mighty good weapon. Father. 
Curtain 

Chairman — You have all been sitting still for some 

time and so I am going to ask and 

to open the windows and to lead us in some 

calisthenics. You know a good teacher sees to it that 
her pupils do not sit still too long at a time. 

Calisthenics 

Leader — Folks, exercise is a mighty fine thing 
whether we take it in the form of work or play. Now, I 
have noticed that there are a great many occupations 
that offer a remarkable opportunity for the development 
of certain muscles, and so we are going to take some of 
these exercises. 

{Suggestions: Here have the leader take such ex- 
ercises as pitching bundles, milking, digging post holes, 
etc. Tell which muscles are developed by them and after 
explaining very clearly, have the audience go through 
the exercises. Better count time so that everybody may 
do it in as ship-shape manner as possible. This physical 
drill for the audience should not consume more than five 
or six minutes, so do not be too deliberate about it.) 

(Another suggestion is to tell some exercise that 
would rest tired muscles — rest a man who had been 
plowing all day, etc.) 



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Chairman — I'm sure if you feel like me, that you 
regard this time as very well spent. The next number 
on the program is another little dramatic episode en- 
titled "His Choice." 

(Suggestions for tJiis scene: Farmer Smith is loll- 
ing back in an easy chair, smoking. At a piano, playing 
to him is a pretty, but sloppy, girl.) 

Farmer Smith — You play very well, Miss Manage- 
ment, but I guess I'd better go out and mend that fence 
now. 

Miss M. — Oh, don't. It's so cold and snowy — just 
stay here. See, I have a new piece to sing to you. It 
goes like this : 

Pack up your business in your old kit bag and 

smile, smile, smile. 
Let all the fences simply go to rack, and smile, 

boy, that's the style. 
What's the use of working hard, it never was 

worth while — 
So — forget the things that should be done about 

the farm and smile, smile, smile. 

F. S, — My, that's a pretty song. But I guess I'd 
better get up now and go and figure out how to beautify 
my place next summer. You know I've planned to set 
out some ti'ees and 

Miss M. — You don't like me. (Pouts.) 

F. S. — Yes, I do, Miss Management, but I've really 
got so many things that ought to be done. 

Miss M. — You men are all alike. I knew a hardware 
man once that was too tiresome for anything. He just 
would figure and figure and plan and plan. I simply lost 
all my respect for him. 

F. S. — But I'll bet his business was well run. 

Miss M. — Course it was. It couldn't help but be. 
But what was the use? I believe in never doing today 
what you can put off till tomorrow. 



Progressive Agricultural Programs 79 

F. S. — And then, you know tomorrow never comes. 

Miss M. — Well, that's just the point. 

F. S. — You are a mighty entertaining girl. Miss 
Management; but really, I — I must begin by keeping ac- 
counts. I want to know just what my farm is paying 
this summer. 

Miss M. — I won't listen to you! I won't! (Begins 
to play a dreamy waltz.) 

F. S. — My, that's pretty. (Leans back; closes eyes.) 

Miss M. — {Recites softly to music) 
Just like a gypsy, you've fiddled this whole life thru, 
Always postponing the thing that you ought to do. 
Hoping that some day your luck would break, 
Wandering, squandering, your life on some mistake. 
And now that I've found you, your life will be one 

big waste, 
For aimless idling you're forming an awful taste. 
For business you may hanker as a banker would do, 
But I will never fail to camp right on the trail 
Of men like you. 

(Farmer Smith snores loudly. In comes a high 
school boy, ivalkiyig briskly. Miss M. continues to play 
softly and hum to herself.) 

Boy — How do you do. Miss Management? 

Miss M. — (rising icily) I beg your pardon. Have 
we ever met before? 

Boy — Not exactly — but I've heard so much about 
you in high school I really feel that I know you. Shake. 
(He catches hold of her hand and fairly wrings it.) 

Miss M. — Oh, you great brute! You hurt me! Let 
me alone. (She wrenches her hand free.) 

Boy — I've got a friend here I want you to know. 
(Goes out of room a momcMt.) (Returyis ivith a charm- 
ing, businesslike looking young ivoman in a strictly 
tailored dress.) 

Boy — I want you to meet Miss Business. 



80 Progressive Agricultural Programs 

Miss M. — I don't believe I care to, thanks. (Turns 
her back.) 

Miss Busltiess — That's all right. Why pretend we're 
friends ? 

(Farmer Smith wakes up and looks about him, rub- 
bing iiis eyes. He sees the new girl and smiles in de- 
light.) 

Boy — Father, I want you to meet Miss Business. 

F. S.~ (springing from chair) Pleased, I am sure. 
Have we never met befoi'e? 

Miss B. — I've been near your farm several times, 
but never stopped before. Your son brought me here 
today. 

Miss M. — Listen to this song, dear, {begins to sing 
again.) 

F. S. — I believe we've had enough music for the day. 
{Tu)-us a cold shoulder on Miss M.) Are you going to 
be in our neighborhood long, Miss Business? 

Miss B. — I hope to make my home here. But of 
course that is more or less uncertain. 

F. S. — Well, anything I can do to make your stay 
permanent, I'll sure be glad to do. {Boy steals off. Miss 
M. poutiuglii sits at piano, softly playing and looking\ 
now and then at farmer and Miss B. Powders nose.) 

Miss B. — Thank you. On the other hand, if there 
is anything I can do to help you with your farming, let 
me do it. You see, I am pretty experienced. I've worked 
for bankers, grocers, dry goods merchants — in fact, all 
business men. But I just love the farm and the country. 

F. S. — {moving closer) You do? 

Miss B. — Yes, I do. And I've always wondered why 
farmers were not classed as business men — isn't that a 
great libel on their methods? 

F. S. — Well, I guess it's because they don't employ 
business methods. Tell me, now, what you think of my 
farm and the way I manage it. 



Progressive Agricultural Programs 81 

Miss B. — Well, you won't mind if I tell you a few 
things or ask you a few questions? 

F. S. — I'd be flattered at your attention. 

Miss B. — Very well, then. How many trips did you 
make to town last week for supplies? 

F. S. — Let me see — I went in Monday for a sack of 
flour — Wednesday for sugar and the mail — Thursday 
for nails — just three times, that's all. 

Miss B. — What does it cost you to go to town? 

F. S. — Well, gasoline costs about sixty cents a round 
trip. 

Miss B. — How long does it take you? 

F. S. — I usually stay all day. 

Miss B. — And the wear and tear on a car — (busy 
figuring.) I estimate that every trip costs you in los^ of 
time, a meal in town, gasoline, wear and tear on the car, 
just about So. 70. {Get correct figures here.) Three 
trips this week, $20.10. That's a pretty big leak there, 
isn't it? 

F. S.— Why, what would you do? 

Miss B. — I'd make only about three trips a month, 
instead of dozens. Now then, what did it cost you to 
break your land last spring? 

F. S. — I never kept track. 

Miss B. — How are you going to find out what the 
actual cost of your crop will be this fall? 

Miss M. — I call that an impertinent question. 

Miss B. — I beg your pardon; it is a most pertinent 
question. 

F. S. — It {5 a pertinent question. 

Miss M. — Stung again ! 

Miss B. — When did you last take an inventory of 
your farm? 

Miss M. — Well, of all the nerve — to ask such a ques- 
tion ! 

F. S. — Inventory — 

Miss B. — Yes, how much have you got tied up in 



82 Progressive Agricultural Programs 

farm machinery, what are your operating expenses, 
where are some of your biggest leaks, which line of bus- 
iness paid poorest last year, which paid the most? — 

Miss M. — Good night! (She leaves with elaborate 
anger.) 

F. S. — That's coming pretty thick and fast, Miss 
Business. 

Miss B. — Do you find me attractive? 

F. S. — More so than any person I know. 

Miss 5.— And you'd like to have me help you? 

F. S. — I think you'd make a lovely helpmeet. 

Miss B. — Weil, then, let's get to work on this. 

F. S. — One thing first, dear. {Draics closer.) 

Miss 5.— What is it? 

F. S. — What do you say to a lifelong partnership 
between you and me? 

Miss B. — I told you I loved the country — 

F. S.— And me? 

Miss B. — And you. 

(Boy appears and they start away from each other.) 

Boy — Excuse me, Father, but I've come to take 
Miss Business home. 

F. S. — She's not going, son, she's going to stay with 
us always. 

Boy — Hooray ! 

Curtain 

Chairman — Ladies and gentlemen, that concludes 
our program. We want to thank you for your most 
courteous attention and hope that in our modest way 
we have entertained and instructed you this evening. If 
there are any questions you wish to ask, do it, and we 
will endeavor to answer them to the best of our ability. 
I just wish to say in closing that we hope we have given 
everybody here today, a little of the deep feeling of re- 
spect and admiration we have for agriculture, the oldest, 
the most widespread and the most important business in 
the world. 



Program on Child Feeding 



DATA FURNISHED BY 

MARY ANN GRABER 
FOOD SPECIALIST 



Suggestions for Advertising, etc. 

Introductory remarks by Chairman 

Community Singing 

Monolougue by Mai Nutrition 

Dialogue by the Good Foods 

Demonstration of What Good Food Does 

Songtette by the Food Dont's 

Playlet: "How Billy Drank the Milk" 

Calisthenics 

A Protest by Mr. Stomach 

A Weighing and Measuring Demonstration 

The Hot School Lunch: In four Episodes 

Refreshments 



Child Feeding Program 

This program has been prepared vvith the idea of 
haviiiji: it used in town and country schools, thereby 
arousiiiir the interest of the grown-ups in this most vi- 
tal subject of food. Children wield a tremendous influ- 
ence with adults and they make an entering wedge where 
nothing else could penetrate. Teachers and we who 
have taught know that too long has the school system of 
the United States been divorced entirely from the vital, 
throl)l)ing prol)lems of everyday life, Vv'hich the chil- 
dren themselves in time will be obliged to face. No ar- 
gument is necessary to teachers to interest them in 
having their youngsters put on programs which have to 
do with such problems. The school could as well as not 
become a tremendous force for good in the community 
and the starter of all kinds of forward movements. 

The following program is intended primarily to 
promote the hot school lunch in districts that do not 
have it, "out for schools that already have installed the 
lunch and for town schools which do not have this prob- 
lem, a sufficient program has been offered so that the 
hot school lunch can be omitted entirely and still make a 
good production. 

If there is a Home Demonstration Agent in your 
county, she is the one to whom to apply for assistance 
in organi:nng foods v/ork in the community. 

The chiklren might charge a small entrance fee as 
a starter on their equipme-nt for the hot school lunch. 

The charts for weighing and measuring boys and 
girls may be obtained from Child Health Organization, 
156 Fifth Avenue, New York City, and cost ten cents 
each. There is also a school room record chart that costs 
five centSj and may be obtained from The Superintend- 

84 



Progressive Agricultural Programs 85 

ent of Documents, Government Printing Office, Wash- 
ington, D. C. Parents are very glad to see this material 
and it would be a fine idea to pass them around. 

In case parents wished to begin the weighing and 
measuring of their children, they might use the scales 
of somebody in the neighborhood for it is rather discour- 
aging to a school board and patrons of the school to be 
told they must buy expensive scales first thing of all. 

To get people out to the meeting, talk over the com- 
munity with the children some recess and appoint dif- 
ferent children to give personal invitations to people in 
the neighborhood to come. If each child should be re- 
sponsible for seeing that ten people knew about the 
meeting, and kept these people informed every day for 
five days beforehand, you may be sure they would come 
if they possibly could. 

Suggestions for decorating school room : If the 
audience can be started talking about food problems 
when they get to the meeting, much of their inertia and 
indifference will be overcome. Some posters on the walls 
of the school room would be a fine thing. They could 
bear such legends as these: "You heat water and food 
for your stock, why not for us children?" — "33 per cent, 
of school boys and girls are malnourished" — "Are your 
pigs losing weight? Some of us kids are." — "It's not 
laziness; it's malnourishment." — "The pancake has 
handicapped many a child." — "The way to a child's 
health is through his stomach." — etc. These would make 
good writing exercises for the children. 

Have a list of hot school lunch equipment written 
on the board. 

Appoint some wide-awake child as chairman. In- 
sist from the very first rehearsals that every child talk 
so he or she may be clearly heard in the farthest part of 
the room. Appoint ushers to seat people; children to 
keep the ventilation good. 



86 Progressive Agricultural Programs 



PROGRAM 

Chairman — Folks, there is an old adage, "We eat to 
live," that applies more to us children than it does to 
anybody else. For we are a good deal like a building in 
the process of construction; it takes a lot of bricks and 
mortar and lath and plaster and other things to build us 
up. You grown-ups are already built and all you have 
to do is to keep your building running properly. Tonight 
we are going to discuss just one subject and that is the 
feeding of children. Now, all you men know how to 
properly feed pigs and cattle to make them grow and 
keep them healthy. You ladies know what chickens need 
and little calves. But we children feel that none of you 
know etiough about what we little human calves need, 
and we're going to give you a feeding lesson tonight and 
tell you just what we want. The first thing on our pro- 
gram is some singing in which we ask you all to join. 
is going to lead us. 

Community Singing 

Qf there is nobody to lead this, have the children 
sing the songs without the audience joining in. The 
community singing, however, is well worth while. Copy 
these short choruses on wrapping paper in big black 
lettering done with a camel's hair brush and printer's 
ink. Both of these may be had for 25 cents each at a 
hardware store or stationery store. Hang these strips 
of wrapping paper on a wire strung across the front of 
the stage, being sure it is well lighted so the audience 
may read the words easily. Have the leader of the sing- 
ing stand where he or she may be plainly seen and beat 
time so everybody will stay together. Be sure that the 
audience gets the key, so they will all be singing in 
harmony.) 

Leader — Friends, I know you are going to sing in 
fine shape tonight for the songs are parodies to very 
well-known tunes and you can all see the words, so you 
need not sing "la, la, la." Now, I am going to beat time, 



Progressive Agricultural Programs 87 

but first of all let me read over the words of the songs 
(or hum them over). Can you all see them plainly? Will 
you move where you can see? Thank you. (Goes thru 
each song first.) Now, then, are you all on the key? 
Ready — go ! 

Food 

Tune — ■"Tipperary" 

It's a big job, this feeding problem, it's a big job you 

know, 
But it's food that makes the nation, strong or weak or 

great, and so, 
We will teach you folks this evening what it is we 

youngsters need, 
And you will know of what importance is the right kind 

of feed. 

Good Food 
Tune — "A merica" 
Oh, good food, 'tis of thee, 
Food of good quality. 

Of thee we sing; 
Of milk and eggs and rice, 
Of vegetables so nice, 
You're surely worth the price 
That you may bring. 

Good Food 

Tune — "John Brown's Body" 

Mine eyes have seen the glory of good food for little 

folk. 
In the wheel of this great universe it forms a mighty 

spoke. 
It can make or mar their future and that's not one bit 
a joke, 
As they go marching on. 



88 Progressive Agricultural Programs 

Chorus — 

Feed the child the food to make him 
Strong and well and full of vigor. 
He will thank you when he grows up, 
A useful, happy man. 

Leader — Th.ank you for your hearty singing. You 
have helped our program along as nothing else could. 

Chairman — I want to echo what the song leader 
said. You certainly did help our program. We have 
one or two other things tonight in which you all can 
participate and we hope you v;ill respond as well as you 
did v.'ith the singing. The next number is a speech by 
an old enemy of the child. His name is iMAL NUTRI- 
TION. Come on, Mai, and tell the audience who you 
are. (Here a tall cltUd, drrssed iu long floving black 
draperies, .'<falks on to tJie stage. Have his ,or iter face 
ivhitened, eijcs made big and holloiv with dark shading 
and the eiiiu and fo)ehead covered udth black folds of 
the draperij. He or she speaks in a deep, slou-, hollow 
voice uith inip)'essive pjauses.) 

jMalnutrition 
I am Mai Nutrition, first cousin of Death. 
Children are my delight. I make them thin, 
And pale, and languid, stoop shouldered 
And inattentive. I take the little child 
Who naturally loves to play and race about 
And I make him what you call "lazy."' 
So he sits around and mopes. 
I make my victims underweight. 
I make them subject to every disease that 
Stalks abroad. I am more dangerous than 
Scarlet fever, or measles, or pneumonia. 
For I do not directly cause death, 
And therefore people do not believe in me. 
But I assist my friends, the diseases, 
More powerfully than anybody. 



Progressive Agricultural Programs 89 

In the last great war, I was responsible 
For most of the young men who were 
Unable to pass their physical examinations. 
For they had met me when they were children. 
And I put upon them my stamp 
Which will last through their entire lives. 
Good Food is my greatest enemy. 
I hate him and I fear him, 
For he is the Children's friend. 
Hist! {Listens.) I hear him coming! {Covers 
head.) 
{Enter Good Food, clothed all in ivhite draperies.) 

Good Food 

{Speaking briskly) 

Well, old Malnutrition, so you're hanging around 
here, are you? Come, pack yourself off. You can't 
scare these people. They know you and your tricks ; and 
they are not afraid of you. So, go! Go, or I'll call 
Milk, and Vegetables, and Fruit. {With a cry of fright, 
Malnutrition vanishes, Good Food following.) 

Chairman — Well, I had no idea Good Food was 
around. I thought just old Malnutrition was to speak. 
I hope he didn't frighten any of the old ladies and bab- 
ies. I don't care so much about the men for they ought 
to be frightened now and then. He isn't a very pretty 
figure, is he, old Malnutrition? Did you notice how 
scared he was when Milk was mentioned? Milk is a big 
enemy of his. Folks, I'd like to just mention this : If 
you want to find out whether your children are mal- 
nourished or not, just you weigh them. Weigh them 
like you would your stock. Any boy or girl seven per 
cent, habitually uiiderweight is malnourished. So lead 
them up to the scale,s and find out how they weigh. How 
much should they weigh? I've a chart here that tells 
exactly how much each child should weigh according to 
his age and height. I'll pass it about later on and let you 
see it. The next number on our program is a little dia- 
logue. I don't know what its name is. You name it. 



90 Progressive Agricultural Programs 



Dialogue 
(This is done by all the Good Foods for children. 
Have each one, if possible, dressed in some way to sug- 
gest the food he represents. For iyistance, Milk could 
be white, etc. This dialogue could be done by the 
smaller children.) 

First Child— -(coming out alone to middle stage.) 

I am Milk, and I contain, 

All the things a small child needs, 

To build up muscles, bones and teeth, 

And blood. I make them grow like weeds. 

Take at least one pint a day, 

A pint is really much too low. 

A quart is better if you would 

Into a great big strong child grow. 
(Stands aside to make room for next child.) 

Second Child — 

I am a serious cereal. 

You need me once or twice a day. 

I furnish fuel warm to you. 

And energy to go and play. 

I'm just like coal for furnaces, 

Or gas for automobile tanks. 

If your mother knew what strength I give, 

She'd eat me just before she spanks. 
(Takes place beside First Child.) 

Third Child— 

I'm vegetables and fruits in one; 

I keep a child in good repair. 

Like oil keeps engines running smooth. 

And saves a lot of wear and tear. 

Greens and tomatoes are the best, 

Potatoes, baked, or creamed or boiled. 

And oranges, and apples, prunes. 

Will keep your child from being spoiled. 

(Takes place beside Second Child.) 



Progressive Agricultural Programs 91 



Fourth Child— 

I'm Eggs and Meat. You don't need me, 
As often as the rest. My place 
Is taken by the milk, you know. 
If one quart a day is your child's pace. 
But, after twelve, you need me more, 
According to the work you do. 
Grown-ups by me set greater store. 
And, now, I'll say good bye to you. 

All Children — 

Use us, kind friends, and you will have 
Strong children who will surely make 
Fine men and women who will be 
A credit to this glorious state. 

Chairman — Milk, cereals, vegetables and fruits — 
oh, yss, and eggs and meat when they grow older. These 
are the things that drive old Malnourishment away. 
We are now going to see what these foods do for us 
children. The next number on our program is a dem- 
onstration by , the healthiest boy in school. 

Demonstration of What Foob Does 
(Have a child do this who is very sturdy looking 
and active, and has a good, clear complexion.) 

Ladies and gentlemen: Food makes everything 
possible for us, just as it does for animals. You feed 
your growing calves and pigs milk. Why? To make 
them continue to grow. You do the same to us children. 
That is what makes me get taller every year; that is 
what makes my teeth strong and white {shows them), 
and my muscles firm (shoivs them), and gives me plenty 
of blood {pinches cheek). You feed your working 
horses oats. Why? Because oats gives them energy. 
Very well. You feed us children cereals and bread be- 
cause it is the energy-giving food. Oatmeal makes me 
able to do this. (Have him turn a handspriyig or some- 
thing like that.) Lack of it would make me want to do 



92 Progrei^aive Agricidtiocd Program.'; 

this. (Leans idly against 7vall.) You feed your cattle 
roughage, as you call it. Why? To regulate the ma- 
chinery of their bodies and make it function as it ought 
to do. Very well. You f&ed us children vegetables and 
fruits to do the same thing. Look at my cheeks; and 
the whites of my eyes. Clear? You bet they are. Why? 
Because my system is working just like a well-oiled en- 
gine. I'm just like the other animals in my make-up and 
need the same principles of feeding. Let me do without 
vegetables or fruits and I'd have yellow eyeballs and a 
muddy skin; my liver would be bothering me and my 
digestive system would be on the rampage. I'd be work- 
ing on one cylinder. You call some of us children lazy 
when all that ails us is bad feeding. I thank you. 

Chairman — Gee! I'm going right home and drink 
a quart of milk before I go to bed. And I'll i;et that ev- 
ery pretty girl here goes home and eats some vegetables 
or fruit to keep her complexion good. The next num- 
ber on our program is a song by the Don't Family. The 
Don't Family is a very big one, but v.'e only asked the 
Food Don'ts to l)e here tonight. They have the repu- 
tation of being very good singers, so I am sure we will 
all like to hear them. 

Song by The Don'ts 
Tune — "Turkeii in the Straw" 
1st Oh, the Don'ts are a family full a million strong, 
2nd And without us we don't know how you would get 

along ; 
3rd Oh, whenever we see you we just stick like glue, 
4th And tell you all the things that you ought not to do. 

Chorus 
All Don't eat this, don't eat that— it'll make you thin 
or make you fat. 
We will not listen to your won'ts, for we are the 
family of the great Food Don'ts. 



Progressive Agriodtural Programs DS 

1st Oh, don't eat fried foods, they are hard to digest, 
2nd Like doughnuts and pancakes, and all the greasy 

rest, 
3rd And don't drink tea or coffee, they will keep you 

small, 
4th They're nothing but a stimulant, and that is all. 

(Chorus — as before) 
1st Oh, don't eat pickles, whatever you do, 
2nd Or old Malnutrition will get after you. 
3rd And here is a thing that will make j^ou cry : 
4th Oh, don't eat any of mother's pie. 

(Chorus— as before) 
1st Oh, don't eat candy except for dessert, 
2nd If you do, your digestion it will surely hurt. 
3rd And now we're going to tell you why, 
4th You shouldn't eat all of these, especially pie. 

(Chorus — as before) 
1st Now, all these foods we have labelled bad, 
2nd Are good enough for mother and for tough old dad, 
Srd For their digestive systems are developed quite, 
4th But ours are just a-forming and we want them 

right. 

{Chorus — as before) 
1st Now milk and fruits and vegetables and eggs and 

cereals 
2nd Are all of them mild flavored and your palate thrills 
3rd Until the highly flavored things come on the scene, 
4th And make the simple foods taste mighty poor and 

mean. 

(Chorus- — as before) 
1st Nov/ tea and coffee stimulate and will not let you 

rest, 
2nd And pickles, pancakes, doughnuts are hard to di- 
gest. 
3rd Old Pie makes out that Mr. Milk's a fearful bore, 
4th Candy fills you up so quickly that you can't eat 

more. 

(^Chorus — as before) 



94 Progressive Agricultural Program.'^ 

Chairman — The Food Don'ts are singers; I'll say 
that for them, and they certainly do get after candy and 
pie. I asked one of them just before the program began 
about pie, and he said if you took the filling and ate 
that, it was all right. It's the crust that hurts. You've 
heard of pe-ople with too much crust — well, that's the 
way with Mr. Pie. The next number on our program is 
a sad little play in several acts, entitled, 

"Hov^ Billy Drank the Milk" 
(Have a curtain drawn to conceal the actors in this 
play. When the curtains are pulled they disclose one of 
the school children dressed as a little mother and another 
child sitting at a table. The child at the table is kicking 
and screaming.) 

Child — I won't drink milk. I hate milk. It makes 
me sick. Take it away. 

Mother — Come, dear, the doctor said you must, or 
you will never be strong and well. Drink it and pretty 
soon you will be able to walk all about on the floor. 

Child — I can walk. Watch me. (Tries to walk but 
falls. Mother lifts child up and puts him or her again 
in chair.) 

Moiher — See, dear, you must drink the milk. That 
is what will build up the muscles in your poor little legs 
so you can walk. 

Child — I wont! I won't! 

(Enter a girl, dressed as a nurse.) 

Nurse — What is the trouble, madam? 

Mother — He simply can't drink this milk. 

Nurse — Why not? 

Mother' — It makes him sick. Poor little thing. 

Nurse — Come, dear, drink this milk. 

Child. — I won't. You horrid old thing! I won't! 

Nurse — Madam, will you leave him to me? I prom- 
ise you your child will be taken good care of. Just go 



Progressive Agricultural Programs 95 



away and leave us together. (Exit Mother.) 

(Label is shown at side of stage, "Second Day.") 

Nurse — Here, dear, drink your milk. 

Child— I won't! I won't! You hateful old thing! 

Nurse — Very well. (Leaves room.) 

Child — (looks about; pounds table and cries:) 1 
won't! I won't! 

Nurse — (entering) Here, dear, here's a glass of 
nice, cold milk. 

Child — You get away. I won't drink it. 

NursC' — Very well. 

Child — Come back! I tell you it makes me sick! 

(Nurse does not come back.) 

Child — Oh, nurse, dear nurse, won't you bring me 
some milk? I just love milk. 

j^urse — (appearing with glass) Certainly, dear, 
here is a good, big glass full. 

Child— Ynm, yum, yum. That's good! 

(Label is shotvn at side of stage, "Third Day.") 

Child — (running actively about on floor) Oh, moth- 
er, mother, come and play with me. See, I can run and 
jump, too! 

Mother — My darling! (Hugs child.) 

Curtain 

Chairman — That's a real story about a real child. 
But there aren't many mothers who could do that. The 
nurse knew what was best after all. I'm going to give a 
word of advice right here to parents. You ought to start 
a campaign against the phrase, "don't like," on the food 
subject. You say you don't like milk, and you don't like 
baked potatoes and first thing that happens your chil- 
dren catch it for they always imitate you. Quit dis- 
cussing food at all and don't allow your child to select its 
own food. You don't permit the calves or lambs to select 
theirs. This sounds harsh and maybe some of you do 



9G Progressive Agricultural Programs 

not think it is good advice, but I am a child and I know. 
The next number on our program is for you all. We're 
going to have you get up and get the cramp out of your 
legs and backs. is going to give us some ex- 
ercises. I hope all of you have eaten plenty of fuel giv- 
ing food before you came to this program, for you will 
need energy. 

Calisthenics 

(S/iggesiions: Have jysi: a few very simple exer- 
cises. Opoi windows a)id doors. The audience will en- 
ter into this with entliusiasm if they are given good, 
clear directions. Be careful and not give them things 
that unll require space, if there is a big crowd, as they 
ivill Itit one another. Reynember the grown-ups are not 
as supple as the yonngsters, and cannot bend as easily.) 

Chairman — We are now going to listen to a talk by 
one of the strongest members of the labor union we have 
—Mr. Child's Stomach. {Here have c. child wear a bag 
stuffed to look like a stomach, out of which sticks head, 
arms and. feet. He speaks indignantly.) 

Mr. Stomach — Ladies and gentlemen: I have gone 
on a strike. Yes, sir. And when you hear my story, I 
know you will think I am jur.tified. Now, I've got a big 
job to do, and when I'm treated right I do it up brown. 
This is the day of the worker and nobody works over 
eight hours that belongs to a union, except me. Now I 
am willing to work three hours after each meal, three 
times a day — that makes nine hours. I'm not kicking 
with nine hours of work. But I'll be blamed if I'm go- 
ing to work all day and all night, too. First thing, my 
boss doesn't eat with any judgment at all. Why, some 
days he doesn't give me a thing to do, hardly — eats 
things that require little or no digestion. I don't like to 
be idle a bit more than I like to work too hard, so when 
he eats candy and candy and candy and nothing else, I 
just loaf on the job. Then some days he gets a streak 
of eating fried things — pancakes, meat and fried eggs— 



Progressive Agricultural Programs 97 



and I'm busy from morning till night. And just when 
I get busy on a tough proposition he's given me to di- 
gest, what does he do but send a ton of ice-cold water 
down to cool my machinery off and stop business for a 
while. And that isn't the worst of it, either. I don't 
mind doing my own work, but I certainly draw the line 
at other people's work. And here am I doing almost all 
the work Mr. Mouth ought to do with his teeth. Food 
is sent down to me almost unground at times. And all 
because my boss won't chew his food properly. He eats 
and eats and eats between meals till I get so mad I don't 
know what to do. Doesn't he think I ever need a rest 
and time to clean up my office? No, sir, I'm striking. 
He doesn't send one thing down to me that I don't send 
just as promptly up again. And ache! I tell you I'm 
getting even with him all right, all right. 

Chairman — Gee! I'm glad I treat my stomach bet- 
ter than that. I can just feel how it must be with the 
owner of that stomach. I remember when I ate green 
apples once, and — but why recall such sad things? 

Notice! 
From nov/ on the program diverges. If the school 
putting on this program has a hot school lunch in- 
stalled, use this part that immediately follows. If they 
are interested in the hot school lunch, omit this and go 
direct to the Hot School Lunch part. 

Beginning op a Malnutrition Campaign 
Chairman — Ladies and gentlemen: We have shown 
bad conditions. Up to this time, most of our program 
has been destructive. Now we children do not believe 
in tearing down a thing unless we build up something in 
its place. So we are going to show you the first step 
in finding out whether children are malnourished or 
not. The little play which follows will demonstrate how 
we would go at it. Let me say that these weights are 
not really what the children weigh. 



98 Progressive Agricultural Programs 

Weighing and Measuring Demonstration 

(7/ possible, provide yourselves tvith a scale on 
which the children may be actually iveighed, a tape line, 
a black board ,the health cards which show what chil- 
dren should weigh. Have two of the larger children 
dressed up, one to represent the teacher, one to repre- 
sent some ivoman of the community. No children are on 
the stage when the curtain goes up. The teacher is tack- 
ing the tape measure up against the 2vaU so that the be- 
ginning of the line touches the floor and the sixty-inch 
end is 071 the wall. This is for the children to stan-'i 
against later on. The neighbor woman enters.) 

Teacher — (rising and shaking hands) How do you 
do, Mrs. Wheeler? 

Mrs. W. — How do you do. Well, I see you have 
everything ready to begin work. 

Teacher — You don't know how glad I am to think 
you were appointed to help with this work. 

il//'.s-. W. — Well, I'm glad. I'm interested in pigs and 
chickens and all the things on a farm, but most of all in 
the children. 

Teach rrShaW I call the children in? 

Mrs. V/. — Yes. Let's get right at it. (Calls chil- 
dren, who come running in.) 

Mrs. W. — Tom, you take this card, go to the board 
and put down what you ought to weigh. You do the 
s'!me, Hattie and Bill. Letty, you stand right against 
thn wall, so Miss Harrison can see how tall you are. 

{The others work at the board. Teacher and Mrs. 
U'. mrasui'e Lettij.) 

Teacher — How old are you, dear? 

Lcifij — Twelve and a half. 

Mrs, W. — And you are tall. Now, let's weigh 

you. {They do this.) 

Teacher — She weighs pounds. 



Progressive Agricultural Programs 99 

Mrs. W. — Now you look on the card and see what 
you should weigh, Letty. Put it down on the board 
while we're weighing the others. (She weighs and mea- 
sures others and. they put their height and weight down 
en the hoard and begin to figure up.) 

Letty — I should weigh and I weigh . 

That makes a difference of . I am pounds 

too little. 

Mrs. W. — That may be all right. If it is more than 
7 per cent, it is not normal. Take 7 per cent, of what 
you actually weigh, dear. (Letty does this.) Now, what 
would that be? 

Letty pounds. 

Mrs. W. — And you are underweight. Well, 

you are just about normal. 
Letty — Oh, goody, goody! 

Tom — See! Oh, see! I am just exactly normal. 
Teacher — Fine! 

Mrs. W. — (to little girl ivho has figured kers and is 
crying) Why, what is the matter? 

Hattie — This says I am 12 pounds under weight. 

Teacher — Let me see; have you figured it right? 
{figures) Yes, it is. 

Mrs. W. — Well, don't cry, honey. Let's find out 
what is the matter. Do you drink lots of milk? 

Hattie — I have milk. I like cofi'ee, though, and tea. 

Mrs. W. — Eat any vegetables— greens, carrots, cab- 
bage? 

Hattie — Booh — Cabbage! It makes me sick! 

Mrs. W. — Do you eat three good meals a day? 

Hattie — Mother tries to make me eat breakfast, but 
I simply won't. 

Mrs. IV.— Why not? 

Hattie — I've got to hurry so for school. You see, I 
don't get up very early and I just have to run. 



100 Prof/ressivc Agricultural Programs 

Mrs. W. — But, Hattie, dear, can't you begin to see 
what all those "Don't likes" are doing to your body? 
Will you promise me you'll try to do better before I 
weigh you next month? I just ask you to try. 

Haffie — Oh, yes. I want to be like the rest of the 
children. {E.nt.) 

Tcncher— Here's little Jim Blackston, Mrs. Wheeler. 
He just came in. Let's weigh him. (They do it.) (His 
weiyJit is thirtit ))ounds below nor)nal. Have this child 
madf up to look pale and sicklif.) 

J/r?. ]V. — Do you drink milk, dear? 

J('/..?— Yt.-'m. I drink a quart a day. I eat vege- 
table?. t'.jO, and fruit. My mother says I must or I won't 
get bi^j like my papa. But the3' don't seem to do anj^ 
good. ! S'pf'y.'^ I'd like to run and play with the other 
boys, but I feel so tired. 

Mrs. V,'. — Do you eat plenty of food, dear? 

.'■///( — As much as I can. But I don't have much 
appetite. 

Mfy.W. — Vrell, honey, there are other things to 
malnourishmert besides food — there are tonsils and ade- 
noids ar:u biid teeth. I t< U you what to do. You have 
your father take you hi to town next Saturday and to a 
doctor. You tell him., won't you? 

Jiui — Yes'm. I know he will take me if he knows I 
don't weigh as much as the other children. (Exit layi- 
guidlii.) 

Mis. W. — Bless his heart. He's got the finest fath- 
er and mother in the country, only they don't realize th-^y 
ought to do something right off for him. 

Teacher — Shall I call in the other children, now? 
Cuitain 

Act Two. 
iOiie month later.) 
Mrs. W. — Well, here we are again. How fast this 
month has gone. I'm so glad to get back to you all again. 



Progressive AgricidtKral Programs 101 

Teacher — And we are certainly glad to have you. 
(Calls children.) 

Mrs. W. — Hello, Letty, hop right on the scale. It 
won't take as long as it did last time. {Weighs Letty.) 

Fine. You've gained Letty, you are doing much 

better than last month. 

Lett}/ — I'm doing all the things you said to. I ate 
oatmeal and toast for breakfast every day last month, 
and milk, too. 

Mrs. W. — And Hattie. (Weighs her.) Hattie! You 
have gained — . 

Hattie — Yes, and I have decided I like cabbage and 

Mrs. W. — Don't tell me you like milk! 

Hattie — Yes, and I've learned to. It took me two 
weeks, though. 

Mrs. W. — Bill, what have you been doing? (Weighs 
Mrn.) Why, sir, you have fallen off. What is the mean- 
ing of this? 

Bill — Why — why — I just thought I didn't have to 
keep it up — 

Mrs. W. — Too bad! What are you going to do next 
month? 

Bill — I'm going to make it up — that's what. No 
more eating between meals and candy this month. 

Mrs. W. — And here's Jim. Dear little Jim. My 
land, how much better he is looking! {Weighs him and 
figures it onboard.) 

Teacher — Children, Jim has gained pounds! 

All — Hooray! 

Jim — My father took me in to town that very Sat- 
urday and two weeks ago, the doctor took out my ade- 
noids. I can play now, almost like the other boys. 

rs, W. — I am proud of you, my children, you are 
going to grow up to be fine citizens of your state. 

Curtain 



102 Progressive Agricultural Programs 

Chairman — Now, we are going to sing another song 
all together and then we are going to eat some whole- 
some food which we children have prepared for you. 

Singing 

Leader — This is a fine stirring song and I know 
we will sing it with lots of vim and vigor. It is to the 
tune of "When Johnny Comes Marching Home." You 
all know it. I'll read over the words for you. 

When We Go Marching Home 

When we parents go marching home tonight, hurrah, 

hurrah ! 
When we parents go marching home tonight, hurrah, 

boys, hurrah! 
We'll go in a most respectful mood, toward children 

and toward their food, 
And we'll feed them right, when we go marching 

home. 

Choir man — And, now, we'll serve the refreshments. 
They are a balanced ration — for they have proteins, 
roughage, etc. 

We want to thank you parents for your interest and 
your fine applause and to say this last number follows 
somewhat the biblical quotation, "And a little child 
shall feed them." 

Hot School Lunch 

Chairman — Folks, we have shown you some of the 
bad effects of food and some of the necessary food ele- 
ments and*perhaps by now you are saying to yourselves 
"Yes, but what can we do about it?" Very well. We are 
now going to show you one very fine thing that you can 
do and how you would go about it to do it. This is the 
hot school lunch. We are going to show it in a series of 
little episodes we may call a sort of play. 



Progressive Agricultural Programs 103 

Episode One 
(Curtains are pulled back and disclose tioo children 
trying to eat a lunch out of their pails.) 

First Child — Oh, dear, my lunch is frozen again! 
I simpl}' can't eat it. 

Second Child — I wish I was our old bull. Father 
heats every bit of feed he has to eat. 

First — And to think, they're all eating a nice hot 
dinner at home this noon. (Sighs.) 

Second — I've a good notion to ask those people in 
the audience to eat this mess. It got all squashed when 
old Prince galloped this morning. 

First — Why don't you pass it around to them? I'm 
going to pass mine. (They both pass their very unap- 
petizing lunches about among the audience. See that 
the lu7iches are squashy, smelly, but not too overdone. 
Mea7itime curtain is drawn ready for next episode.) 

Episode Two 

(Have some of the children dressed like parents. 
They are being addressed by a child as folloivs: Par- 
ents, as vice president of the Pupils' Protective Associa- 
tion of Community, I have been sent as a 

delegate to tell you that you will be obliged to install a 
hot school lunch in our school or we will be obliged to re- 
pudiate you as parents and will probably go on a hunger 
strike, for we positively refuse to eat any mors cold 
lunches.") 

One Parent — What is this lunch? 

Pnjril — It means that each day we have a hot dish 
prepared here in our school room — soup, rice, macaroni, 
chocolate, baked potatoes, stew — and that with what we 
bring from home, will furnish a very appetizing meal, in- 
aeed. 

Another Parent — What will it cost? 

Pupil — Well, it will cost, all right. You see we have 
to get an oil stove to cook on, dishes, groceries. Now, if 



104 Progressive Agricultural Programs 

some of you progressive parents will furnish some of 
these things. I know of a lot of communities where 
each child brings his own knife, fork, spoon, cup and 
plate, so you don't need those dishes. In one place a 
public-spirited woman gave the school a three-burner 
oil stove. 

Another Parent — But where would you do all this? 

Pupil — There is room enough in that (jioints) cor- 
ner for it all. Cupboard, table, stove. 

Another Parent — But, what about the food itself? 
How is it provided? 

Pupil — That is easy enough. If you haven't money 
enough, why the parents donate things. Somebody who 
has plenty of milk sends milk one day, the next day an- 
other family s^nds canned tomato, another sends butter, 
and so on. It is all divided up so nobody is imposed on. 

Another Parent — But what about the teacher? She 
is busy enough as it is. 

Pupil — You appoint some lady in the community 
who is interested in children and who will help plan the 
right kind of food. As for the work of preparing it, we 
kids will do that. Why it will teach us cooking, serving, 
sanitation, manners, arithmetic, geography — 

Another Parent — Come on, now. Geography. That 
is too much. 

Pnpil — Why, yes, it does. Suppose we have choco- 
late one day. We look it up and find out where it comes 
from, isn't that geography? How many of you parents 
can tell now how chocolate is made and where it comes 
from? 

Same Parent — (hastily) Oh, very well, very well — • 
But how do you learn manners? 

Pupil — We eat our lunches on our desks, have nap- 
kins, are served by some of the other children, say 
"please" and "thank you" — 

Parent — How do you eat now? 

Pupil — Just ask your own children how we eat. 



Progressive Agricultural Programs 105 

Parent — Well, how do you propose to finance it? 

Pupil — Equipment for a hot school lunch ought to 
be as much a part of the furnishings of the school room 
as the dictionary. But we'll have to ask the school 
board— 

Parent — I'm a member of the board, and while we'd 
like to oblige you, we have only just enough to run — 

Pupil — All right, then, what about the women giv- 
ing a box social? They work their heads off for other 
things. Why not for us children? 

Woman — We'll give you an entertainment and 
raise the money. 

Pupil — Fine! And, just how soon can you do this? 
You see I have to report to the Pupils' Protective Asso- 
ciation of Community, as to what action has 

been taken. 

Womaji— Would next Friday night be soon enough? 

Pupil — Let me see. (Figures.) We could go in on 
Saturday, buy the equipment, install it Saturday after- 
noon, and have it in running order Monday. Yes, I think 
that would be all right. Well, good day, parents. Maybe 

some day the Pupils' Protective Association of ■ 

will be able to do you a good turn. 

Curtain 

(A71 interesting thing here ivould be to have the Pu- 
pil stand at a table actually addressing the real audience. 
Then have the Pupils stationed in the real audience so 
they talk right out from among them. This will occasion 
much fun.) 

Episode Three 
{Scene of bringing in equipment for hot school 
lunch. Borroiv this if you can, but at least have some of 
it to shoiv parents. There should be a workiyig table, 
an oil stove, a cupboard, kitchen utensils, such as dish 
pan, dish cloths, tea kettle, tvater pail, cups, spoons, 
knives, plates, paper napkins, big kettles for cooking. All 



lOG Progressive Agricultural Programs 

this equipment is set up right before the audience. 
Here the ivomayi of the community who has been put at 
the head of things ayid a teacher are both at ivork.) 

Woman — My, this is fun! I'm so glad they made 
me head of the hot school lunch for the Pupils' Protect- 
ive Association. 

Vice President — You certainly did us a good turn 
at that box social. That thirty-five dollars went a long 
way. 

Teacher — It certainly did. And to think we are to 
start business next Monday. 

Woman^iconsidtivg list) Let me see — Monday 
we serve hot chocolate. Mamie Errington and Lily Walk- 
er prepare and serve it. Jane Cole and Billy Brice clean 
up and wash the dishes. And they know just exactly 
how to make it and what to do with the serving so Miss 
(teacher) you won't have one thing to do but just eat it. 

Teacher — I don't care if I do have something to do; 
it is such fun to do all this. And I'm going to have a 
language lesson on chocolate, and an arithmetic lesson on 
how much it will take for our pupils and a geography 
lesson, too. 

(All this u'hile they are putting things in place.) 

Woman — Billy Price's father is going to send the 
milk Monday and Mrs. Demorest is giving us a pound 
of chocolate. Henry Keeney supplies the sugar. Then 
thev're through for two weeks. That's fair enough, isn't 
it? 

Pupil — Well, I certainly will have a good report to 
take back to the Association. 

C^irtain 

Episode Four 
(Prepare for this long before this episode. For the 
food prepared is to be actually served to the audience as 
though they ivere p^ipils. There should be one hot dish, 
and then something like sandwiches. If possible have 
lunch put up in pails or boxes to imitate what children 



Progressive Agricultural Programs 107 

bring to school, and have them very appetizing in ap- 
pearance. The sayidwiches could he done up in paper, 
etc. It is suggested that hot chocolate be served and in 
case this is done, have it made long in advance, but it 
ivHl have the appearaywe of being actually done there. 
Be sure it is piping hot ayid have the children carefully 
drilled in serving. In this scene, the teacher is busy at 
her desk — the hot school lunch equipment at one side. 
From, the real audience have the ttvo girls come up to 
prepare the lunch. They tiptoe very quietly. By the 
way, have the recipe written on the board. They con- 
sult it, light fire, put on kettles, etc. as though they were 
actually makiyig chocolate. They really put over the fire 
tht kettles of hot chocolate.) 

Teacher — How is chocolate made, James? 

James — (from real audience) Chocolate is prepared 
from the seeds of the cocoa or cocoa tree. 

Teacher — Do you know how long it has been in use? 

James — It was in use before Columbus discovered 
America, in 1492. 

Teacher — Where is the cocoa tree found principally. 

James — In Central America. 

Teacher — Is it a nourishing food? 

James — Well, it is not an all-round food. It is 48 
per cent, fat which gives energy. But you see, when it 
IS combined with milk, it makes a most nourishing 
drink. 

One of the Girls — (preparing dish) But we are not 
using chocolate to m^ake this drink with. We are using 
cocoa, and it has only 25 per cent, fat in it which makes 
it better for a drink. 

Teacher— Tharik you, dear, for the explanation. Well 
it is twelve o'clock now, so, children, put away your 
things. Are you ready, girls? 

Girls — All ready. 

( Two pupils quickly pass about the real audience 
with paper napkins lohich they put neatly on the tops of 



108 Pj'ogressive AftrioiltKral Programs 

the desks. Tivo others pass the lunch boxes. Meantime 
the girls are serving the chocolate ivhich two other chil- 
dren pass among the audience.) 

Teacher — Now, pupils, we want you all to laugh and 
have fun while you eat, but remember to eat slov^ly so 
your stomachs won't have to do all the work of grinding 
your food. {_She says this to the real audience.) 

(They eat lunch, and u^hen it is finished, tivo chil- 
dren gather vp the pails, tu-o the cups, spoons, two the 
napkins, heing careful to clear up everything very tidily. 
At the dishpan, meantime, are stationed two children, a 
boy and a girl, ready to untsh. They actually do the] 
washing while the chairman speaks.) 

Chairman — Ladies and gentlemen, this concludes 
our program. You see just how this hot school lunch 
proposition is tackled and what a good thing it is. Thank 
you, and come again. 



Program for Bird Day 



Suggestions for Arrangements 

Introductory Speech 

Community Singing 

Community Bird Songs 

Bird Experiences 

Bird Pictures 

Bird Drills and Dances 

Recitations 

Stories 

List of Bulletins, etc., on Birds 



109 



Bird Day Program 



Suggestions for Arrangements: 

Invitations might be sent out to parents to be pres- 
ent at this program, if it is a school affair, by having 
them on heavy paper, cut in the shape of birds or eggs, 
and the invitations written on it. 

Decorations might be boughs of trees, bowers, 
things the birds love. The school children might cut out 
birds of heavy paper or pasteboard and paint them and 
set them on pictures, windows, etc., or hang them from 
the ceiling on thread. An electric fan could keen them 
moving. Bird houses might be on exhibition. Placards 
might be on the walls containing such statements as : 
"Birds are our feathered aii-planes"; "How would you 
like a world without birds? Join us in helping to pre- 
serve them"; "The child or man who loves birds and 
flowers is never wholly bad." On the front wall might be 
a bird pledge which everybody repeats. "I promise to 
be a friend to the birds; I will rob no nests; I will harm 
them in no way, for they make this a happier and better 
world and they have just as much a right to live as I." 

For some time in advance give the children instruc- 
tion in regard to birds. Have them observing birds, 
their songs and habits so they can have something to tell 
at this program. They might make a bird nest some 
day and by so doing get some idea of the great care and 
work it requires. This would make them think a long 
time before they ruthlessly destroyed nests. Birds 
might be fed about the school house on the window sills 
and about the yard. Pieces of suet could be fastened 
outside the windows so the birds could be watched as 
they came to eat it. 

The program itself should be full of variety, songs, 
recitations, dialogs, stories. 

110 



Progressive Agricultural Programs 111 



PROGRAM 



Introductory Speech by Chairman 
Ladies and gentlemen: We have a most charming 
subject for our program today, and that is "the birds." 
I wonder how many people in this audience know a 
large number of birds, their songs and habits. I wonder 
how many people make a special effort to be kind to the 
birds and hospitable to them so they will come back an- 
other year. Let us look about our community for a 
moment — what things make it a beautiful place and a 
good one to live in? The^e are the trees, the flowers, the 
sunshine, the birds. We need them all; we cannot af- 
ford to lose a single one of them for after all we travel 
this old world but once and should get all the happiness 
we can along the way. My friends, human beings may 
fail you, they may leave you deserted and broken-hearted, 
but if you can find delight in watching trees and flowers 
and birds, you have a guarantee against loneliness. 
There never was a totally depraved man or woman who 
loved these three things Nature has provided us v/ith. 
Parents, you may hoard money and leave your children 
thousands of dollars which they may squander or which 
may bring only sorrow. But if you give them a love 
and interest in life around them, you have left them a 
far greater heritage. Think a minute — v.'hat do you 
think your father and mother left you that v.-as most 
Vv^orth while? If you taught your children to love birds 
alone, you have given them a precious heritage. You 
have been out with some native and asked him or her, 
"What is this bird?" "What is this flower?" and he or 
she continually answered, "I don't know." This is too 
bad, don't you think so? They have eyes and yet they 
do not see,; ears and yet they do not hear. Today we 
are going to hear some things about our native birds 
that may prove of interest and instruction to all of you, 
and if there is in this audience any bird lovers who have 
something to tell about birds they know, we wish they 



P)ogressire Aoricultural Programs 



would feel free to speak out, for that will serve to make 
our program most interesting. The first number is com- 
munity singing of some bird songs, led by . 

Birds 

Tune — "Aidd Lang Syne" 

The birds are friends to everyone; so let's be friends to 

them, 
And never touch the nest or eggs of the tiniest little 

wren. 
We'd miss their songs if they were gone; we'd miss 

their plumage gay, 
Let's always treat them tenderly so they won't go away. 

The Meadow Lark 

Tunc— "Dixie" 

The meadow lark's the bird for me; he sings his song 

so cheerfully, 
In the snov\- and the rain and the dismallest of days. 
I wish I had his sturdy grit and into any place could fit, 
That's what I need, to succeed — is to imitate his ways. 

Chorus 
Oh, the meadow lark's an optimist, hooray, hooray! 
On happiness he does insist and when he's gone he's 

sorely missed. 
Hooray, hooray! — for cheerful meadow lark. 

The Murderer 
Tune — "Tenting Tonight" 

I robbed a bird's nest just the other day, I smashed each 
pretty egg, 

The mother bird fought valiantly till she broke her slen- 
der leg. 

Then I went home and I dreamed that night that some- 
body robbed my nest, 

That they stole my children and burned my home for 
just an idle jest. 



Progressive Agricultural Programs 113 

Chorus 
Then I knew what it meant to be robbed of all 
The things you hold most dear, 
And I'll not rob a bird's nest, I promise you, 
For many a long, long year. 

Community Bird Songs 
It v/ould be a most interesting thing to have the en- 
tire audience give some bird songs in unison. To do 
this, they should have a leader who first gives them the 
song, then has them do it together. 

Bird Experiences 
Give everyone in the audience one minute to tell 
some interesting fact he or she has learned about birds, 
especially the birds near at home. 

Bird Pictures 
If possible, get some bird pictures and pass them 
about the audience so they may see the types of birds 
most common to the neighborhood. Good pictures may be 
had from Mumiord, 53G S. Clark St., Chicago, 111. 

Bird Drills and Dances 
Some charming bird drills and dances could be 
worked out v.'ith the children, especially the smaller ones. 
Adapt any simple figures in a drill to suit them. There 
might be blue birds, robin red breasts, Kentucky car- 
dinals, meadow larks, etc. 

Bird Recitations 
address of the birds 
(An exercise for five pupils.) 
The Robin— 

I am a robin, very brov/n, 

And big and plump and smooth and round. 

My breast is pretty, bright and red, 

And see this top-knot on my head! 

I heard the boys a while ago 

Shooting robins o'er the snow, 

And flew away in trem.bling fear, 

And thought I'd hide from them in here. 



114 Progressive Agricultural Programs 



The Bine Bird— 

I'm a blue bird. Don't you see 

Me sitting on this apple tree? 

I left my nest an hour ago 

To look for bugs and worms, you know, 

And now I know the very thing — 

That while I'm waiting I will sing, 

Oh! beautiful and balmy spring! 

The Woodpecker — 

I'm a woodpecker — a bird 

Whose sound through wood and dale is heard. 

I tap, tap, tap, with noisy glee. 

To test the bark of every tree. 

I saw a rainbow stretching gay. 

Across the sky, the other day, 

And someone said, "Good-bye to rain. 

The woodpecker has come again." 

The Lark-»- 

I'm the lark, and early rise 
To greet the sun-god of the skies. 
And upright cleave the freshening air 
To sail in regions still more fair. 
Who could not soar on lusty wing, 
His Maker's praises thus to sing? 

The Nightingale — • 

In music I excel the lark. 
She comes at dawn, I come at dark. 
And when the stars are shining bright, 
I sing the praises of the night. 

In Concert — 

Oh! in a chorus sweet we'll sing, 
And wake the echoes of the spring. 

— American Teacher. 



Prociressive Agricultural Programs 115 



WHO STOLE THE BIRD'S NEST? 

(An exercise for six pupils) 

First Pupil — To-whit, to-whit, to-whee, 
Will you listen to me,? 
Who stole four eggs I laid, 
And the nice nest I made? 

Second Pupil — "Not I," said the cow, "moo-oo! 
Such a thing I'd never do. 
I gave you a wisp of hay 
But didn't take your nest away." 

Third Pupil — "Not I," said the dog, "bow-wow! 
I wouldn't be so mean, anyhov^. 
I gave hairs the nest to make, 
But the nest I did not take." 

Fourth Pupil — "Not I," said the sheep, "oh, no! 
I wouldn't treat a poor bird so. 
I gave the wool the nest to line, 
But the nest was none of mine." 

Fifth Pupil — "Cluck, cluck!" said the hen; 
"Don't ask me again; 
I haven't a chick 
That would do such a trick." 

Sixth Pupil — "I would not rob a bird," 
Said little Mary Green; 
"I think I never heard 
Of anything so mean." 

All — A little boy hung down his head, 

And went and hid behind the bed; 
For he stole that pretty nest, 
Frem poor little yellow breast; 
And he felt so full of shame, 
He didn't like to tell his name. 

— L. Maria Child, 



116 Progressive AgrievlfiiraJ Programs 



THE WKEN AND THE HEN 

Said a very small wren 

To a very large hen, 

'Pray why do you make such a clatter? 

I never could guess, 

Why an egg, more or less, 

Should be thought so important a matter," 

Then answered the hen, 
To the very small v/ren, 
'If I laid such a small egg as you, madam, 
I would not cluck so loud, 
Nor would I feel so proud; 

Look at these! How you'd crow if you had 'em!" 

—St.^'icholas. 

MRS. GOLDFINCH'S "AFTERNOON DELIGHT" 

The thistles at the countryside 
Were ripe; the day was bright 
For Mrs. Goldfinch, v/hen she gave 
Her "Afternoon Delight." 

Arrangements all were perfect; 
Her black and yellow dress, 
Just touched with white, Wiis elegant; 
Her manners were no less. 

And, oh, the folks invited! 
Well, everybody came, 
From Tommy-Tip-Up-Teeter-Tail 
To some I couldn't name. 

Miss Polly Pewee — she was there, 
With Mr. Grackle-wing; 
Miss Oriole, from Baltimore, 
Came all the w^ay to sing. 



Progressive Agricultnral Programs 117 

Miss Long-Stilts came from Jersey, 
And walked 'most all the way; 
Miss Sparrow rode, I understood, 
On top a load of hay. 

Will you believe it, every one 
Had just what he would wish! 
Miss Robin had a dish of worms; 
For several there was fish. 

Miss Pewee had some marmalade 

Of moths, and rose-leaf tea. 

And drank so much she sang "Peet-weet!" 

Instead of "Pe-wee-ee." 

Which Tommy-Tip-Up didn't like; 
And so Miss Oriole 
Set up a song like dripping pearls 
And all the wooded knoll. 

Resounded with the melody; 
And every lily-bell 
Swung out upon the evening wind 
Until the darkness fell. 

And then the merry company 
Broke up, and I suppose 
That every little boy and girl 
In all the country knows 

That Mrs. Goldfinch, after this, 
Put off her yellow gown, 
And since that "Afternoon Delight" 
She wears a cloak of brown. 

— Herbert Randall, 



118 Progressive Agriciiltural Programs 



Bird Stories 



THE OLD WOMAN WHO BECAME A WOODPECKER 

By Phoebe Gary (Adapted) 

Afar in the Northland, where the winter days are 
so short and the nights so long, and where they harness 
the reindeer to sledges, and where the children look like 
bears' cubs in their funny, furry clothes, there, long ago, 
wandered a good Saint on the snowy roads. 

He came one day to the door of a cottage, and look- 
ing in saw a little old woman making cakes, and baking 
thsm on the hearth. 

Now, the good Saint was faint with fasting, and he 
asked if she would give him one small cake wherewith to 
stay his hunger. 

So the little old woman made a very small cake and 
placed it on the hearth; but as it lay baking, she looked 
at it and thought : "That is a big cake, indeed, quite too 
big for me to give away." 

Then she kneaded another cake, much smaller, and 
laid that on the hearth to cook, but when she turned it 
over it looked larger than the first. 

So she took a tiny scrap of dough, and rolled it out, 
and rolled it out, and baked it as thin as a wafer; but 
when it was done it looked so large that she could not 
bear to part with it; and she said: "My cakes are much 
too big to give away," and she put them on the shelf. 

Then the good Saint grew angry, for he was hungry 
and faint. "You are too selfish to have a human form," 
said he. "You are too greedy to deserve food, shelter, 
and a warm fire. Instead, henceforth, you shall build as 
the birds do, and get your scanty living by picking up 
nuts and berries and by boring, boring all day long, in 
the bark of trees." 

Hardly had the good Saint said this when the little 
old woman went straight up the chimney, and came out 
at the top, changed into a red-headed woodpecker with 
coal-black feathers. 



Progressive Agricultural Programs 119 

And now every country boy may see her in the 
woods, where she lives in trees, boring, boring, boring 
for her food. 

THE magpie's nest 
By Joseph Jacobs 

All the birds of the air came to the magpie and 
asked her to teach them how to build nests. For the mag- 
pie is the cleverest bird of all at building nests. So she 
pat all the bii'ds around her and began to show them how 
to do it. First of all, she took some mud and made a sort 
of round cake with it. 

"Oh, that's how it's done!" said the thrush, and 
away it flew; and so that's how thrushes build their 
nests. 

Then the magpie took some twigs and arranged 
them round in the mud. 

"Now I know all about it," said the blackbird, and 
off it flew; and that's how the blackbirds make their 
nests to this very day. 

Then the magpie put another layer of mud over the 
twigs. 

"Oh, that's quite obvious," said the wise owl, and 
away it flew; and owls have never made better nests 
since. 

After this, the magpie took some twigs and twined 
them round the outside. 

"The very thing!" said the sparrow, and off he 
went; so sparrows make rather slovenly nests to this 
day. 

Well, then Madge Magpie took some feathers and 
stuff, and lined the nest very comfortably with it. 

"That suits me!" cried the starling, and off it flew; 
-and very comfortable nests have starlings. 

So it went on, every bird taking away some knowl- 
edge of how to build nests, but none of them waiting to 
the end. 

Meanwhile, Madge Magpie went on working and 
working without looking up, till the only bird that re- 



120 Progressive Agricultural Programs 

mained was the turtle-dove, and that hadn't paid any 
attention all along, but only kept on saying its silly cry, 
"Take two, Taffy, take two-o-o-o!" 

At last the magpie heard this just as she was put- 
ting a twig across, so she said: "One's enough." 

But the turtle-dove kept on saying, "Take two, Taf- 
fy, take two-o-o-o!" 

At last, and at last, the magpie looked up and saw 
nobody near her but the silly turtle-dove, and then she 
got rarely angry and flew away and refused to tell the 
birds how to build nests again. 

And that is why different birds build their nests 
differently. 

THE BUSY BLUE JAY 

By Olive Thome Miller {Adapted) 

One of the most interesting birds who ever lived in 
my Bird Room was a blue jay named Jakie. He was full 
of business from morning till night, scarcely ever a mo- 
ment still. 

Poor little fellow 1 He had been stolen from the 
nest before he could fly, and reared in a house, long be- 
fore he was given to me. Of course he could not be set 
free, for ho did not knoAv how to take care of himself. 

Jays are very active birds, and being shut up in a 
room, my blue jay had to find tilings to do, to keep him- 
self busy. If he had been allowed to grow up out of 
doors, he v.ould have found plenty to do, planting acorns 
and nuts, nesting, and bringing up families. 

Sometimes the things ha did in the house were what 
we call mischief because they annoy us, such as hammer- 
ing the woodwork to pieces, tearing bits out of the 
leaves of liooks, working holes in chair seats or pounding 
a cardboard box to pieces. But how is a poor little bird 
to know what is mischief? 

Many things which Jakie did were very funny. For 
instance, he made it his business to clear up the room. 
When he had more food than he could eat at the moment, 
he did not leave it around, but put it away carefully — 



Progressive Agricvltural Programs 121 



not in the garbage pail, for that was not in the room, 
but in some safe nook where it did not offend the eye. 
Sometimes it was behind the tray in his cage, or among 
the books on the shelf. The places he liked best were 
about me — in the fold of a ruffle, or the loop of a bow 
on my dress, and sometimes in the side of my slipper. 
The very choicest place of all was in my loosely-bound 
hair. That, of course, I could not allow, and I had to 
keep very close watch of him, for fear I might have a 
bit of bread or meat thrust among my locks. 

In his clearing up he always went carefully over 
the floor, picking up pins, or any little thing he could 
find, and I often dropped burnt matches, buttons, and 
other small things to give him something to do. These 
he would pick up and put nicely away. 

Pins Jakie took lengthwise in his beak, and at first I 
thought he had swallowed them, till I saw him hunt up 
a proper place to hide them. The place he chose was be- 
tween the leaves of a book. He would push a pin far in 
out of sight, and then go after another. A match he 
always tried to put in -a crack, under the baseboard, be- 
tween the breadths of matting, or under my rockers. He 
first placed it. and then tried to hammer it in out of 
sight. He could seldom get it in far enough to suit him, 
and this worried him. Then he would take it out and 
try another place. 

Once the blue jay found a good match, of the par- 
lor match variety. He put it between the breadths of 
m.atting, and then began to pound on it as usual. Pretty 
soon he hit the unburnt end and it went off with a loud 
crack, as parlor matches do. Poor Jakie jumped two 
feet into the air, nearly frightened out of his life; and 
I was frightened, too, for I feared he might set the 
house on fire. 

Often when I got up from my chair a shower of the 
bird's playthings would fall from his various hiding 
places about my dress — nails, matches, shoe buttons, 
bread crumbs, and other things. Then he had to begin 
his work all over again. 



122 Progressive Agricultural Programs 

Jakie liked a small ball or a marble. His game was 
to give it a hard peck and see it roll. If it rolled away 
from him, he ran after it and pecked again, but some- 
times it rolled toward him, and then he bounded into 
the air as if he thought it would bite. And what was 
funny, he was always offended at this conduct of the 
ball, and went off sulky for a while. 

Jakie was very devoted to me. He always greeted 
me with a low, sweet chatter, with wings quivering, and, 
if he were out of the cage, he would come on the back 
of my chair and touch my cheek or lips very gently with 
his beak, or offer me a bit of food if he had any; and to 
me alone when no one else was near, he sang a low, ex- 
quisite song. I afterwards heard a similar song sung by 
a wild blue jay to his mate while she was sitting, and so 
I knew that my dear little captive had given me his 
sweetest — his love-song. 

List of Free Bulletins on Birds 
Pennsylvania Dept. of Agr. Harrisburg, publishes: 
"Value of Bird Protection," Bulletin 246. 
"Birds and Insects," Bulletin 137. 

Massachusetts Agr. College, Amherst, Mass., publishes: 
"Owl Friends" 
"Our Friend the Chickadee" 
"Bird Houses" 

"Hints for Out-Door Bird Study" 
"English Sparrow and Means of Controlling It." 

U. S. Dept. Agr., Washington, D. C, publishes: 

"Common Birds Useful to the Farmer," Farmer's 

Bulletin 630. 
"English Sparrow as a Pest," Farmer's Bulletin 493. 
"Birds as Weed Destroyers" (Year Book separate, 

No. 133). 
"Does It Pay the Farmer to Protect Birds?" (Year 

Book separate,, No. 433). 
"Our Meadow Lark in Relation to Agriculture," 

(Year Book separate, No. 590). 
"Some Common Birds," Farmer's Bulletin No. 54. 



Progressive Agricultural Programs 123 

List of Lantern Slides on Birds 
Put out by North Dakota Agr. College, Fargo, N. D. : 
"Flowers and Birde of Farm and Orchard"; 47 

slides; S-141. 
"Have Birds About Your Place"; 60 slides; S-155. 

Put out by University of Wisconsin, Madison, Wis.: 
(Lecture readings to go unth these.) 
"Bird Biographies and Life Histories"; 48 slides. 
"Birds and Their Nests"; 47 slides. 
"Birds in Their Srasons": 44 slides. 
"Birds vs. Insects"; 93 slides. 

Put out by Mcintosh Stereopticon Co., 30 E. Randolph 
St., Chicago, 111.: 

"Birds of Farm and Orchard"; 50 slides v/ith de- 
scriptive reading for each slide. 

(Write the above for their tertns on which they will 
rent these slides.) 



New Juvenile Entertainments 



A-B-C-Capers 

By Soemple. Here is an attractive and novel number 
for the Primary Grades or Kindergarten. Little Tim's 
despair in not being able to master letters is turned 
to keen interest by the antics of the alphabet troupe. 
Plays about 20 minutes. Price, 25c. 

Emily's Dream 

By Mary Frix Kidd. This is the story of a Geogra- 
phy lesson, which, instead of being irksome, was, 
through the medium of a Good Fairy, made very in- 
teresting. This is done by presenting a Geographical 
Pageant. For a large number of ciiildren, who pre- 
sent drills, exercises, etc., in costumes of different 
nations. Time, about 1 hour. Price, 25c. 

The Love Flou'^er 

By Beil Eiiiott Palmer. A very pretty exercise for 6 
or 10 girls and 1 boy. Suitable for Children's Day or 
Easter, and can be given either in or out of doors. 
Time, 10 mirjutes. Price, 15c. 

The Si!ver Sandals 

By Banche Thompson. Ths is a charming new play 
for 6 boys, 5 girls, fairies, peasants, attendants, etc. 
The Princess is downhearted and refuses to be con- 
soled. The fiddler p!r.ys, peasants do fc'.k-dances, fai- 
ries drill, but net until she gets the silver sandals is 
she contenied. Flays 1 hour or more. Price, 25c. 

When Betty Scv/ the PiL^rimo 

By Margaret Howard. A pretty story showing how 
dissatisfied Detty was cured l.y her mother, who tells 
the story of the hardships of the PiigriTis, which is 
illustrated by ten tableaux. Large numbers of chil- 
dren can be used. Piays about 30 minutes. Price, 
25c. 

Princess Rosy Cheeks 

By Effie Sammond Balph. A "good health" play for 
children, which is very impressive. Introduces Fresh 
Air Fairies, Soap and Water Fairies, Tooth Brush 
Brigade, Food Fairies, Rest Fairies, and others. Good- 
sized cast required with two o!der children. Plays 
abo'.\t 1 {loi;:-. F' ce, 3^c. 

Queen Lovmg Heart 

By Jean Ross. A splendid children's play, teaching 
many good lessons. A pretty story of the crowning of 
Loving Heart, her capture by the Indians and sub- 
sequent release, because of her kindness. Can be used 
for May Day play. 11 speaking parts, Indians, etc. 
Plays about 45 minutes. Price, 25c. 

Eldridge Entertainment House 

FRANKLIN, OHIO alsoi DENVER, COLO. 

944 S. Logan St. 



A-B-C-Capers 

Bjr Soemple. Here is aa attractive and novel number 
lor the Primary Grades or Kindergarten. Little Tiaa's 
despair in not iieing able to master letters ii turned 
to keen interest by the antics of the alphabet troupe. 
Plays about 20 minutes. Price, 23c. 

Elmiljr's Dream 

By Mary Frlx Kidd. This Is the story of a Geogra- 
phy lesson, vrhich, instead of being irksome, vtrau, 
through the medium of a Good Fairy, made very iii- 
terestiag. This is done by presenting a Goographlcal 
Pageant. For a large number ol children, who pre- 
sent drills, exercises, etc., in costumes of different 
nations. Tune, about 1 hour. Price, 25c. 

The Love Flov/er 

Br Bell Elliott Palmer. A very pretty exercise for 6 
or 10 girls and 1 boy. Suitable for Children's Day or 
Easter, and can be given eithar in or out of doors. 
Time, 10 minutes. Price, 15c. 

The Silver Sandals 

By Baitche Thompson. Ths is a charming r>evf yliy 
for 6 boys, S girls, fairies, peasants, attendant:*, etc. 
The Princess is downhearted and refuses to be con- 
soled. The fiddler plays, peasants do folk-dances, fai- 
ries drill, b- not until she gets the silver sandais is 
she contented. Plays 1 hour or more. Price, 25c. 

When Betty Saw the Pilgrims 

By Margaret Howard. A pretty story sliowsngr how 
dissatisfied Betty was cured by her mother, who tells 
the story of tiie hardships of the Pilgrims, wUich is 
illustrated by ten tableaux. Large numbers oi <:!hil- 
dren can be used. Plays about 30 minutes. Price, 
25c. 

Princess Rosy Cheeks 

By EfTie Sammond Balph. A "good health" play for 
children, which is very impressive. Introduces Fresh 
Air Fairies, Soap and Water Fairies, Tooth Brush 
Brigade, Food Fairies, Rest Fairies, and others. Good- 
sized cast required with two older children. Plays 
about 1 hour. Price, 3Sc. 

Queen Loving Heart 

By Jean Ross. A splendid children's play, teacfa'ng 
many good lessons. A pretty story of the crowning of 
Loving Heart, her capture by the Indians and sub- 
sequent re! ease, because of her kindness. Can be used 
for May Day play. 11 speaki]ig parts, Indians, etc 
Plays aiwut 45 minutes. Price, 2Sc. 

Eldridge Entertainment House 

FRANKLIN, OHIO alsci DENVER, COLO. 

944 S. Logan St. 



V5s; 



LIBRARY OF CONGRESS 



I 




002 782 708 1 



ioney-Makkg Eniertaioment N@?^es 
kr Charch, Scboei or Loi^e 



Miss Nibbs' Novelty Shop 

By Atta Becker. This <• « no^el and IittMorotu en* 
tertainmeat, introducing Xlza Abb, Mis* Nibbs, two 
travelios saleameo, shoppers, mechanical dells and 
mechaneal maid of all work. A good little etont wh«r» 
a rhort, clean, huaioroas number is desired. Plajra 
about 30 minutes. Price, 25c, 

The Brightville Indoor Chautauqua 

By Bessie Baker and Nellie Hanna. Here is a brand 
new idea for an evening's entertainment. It Is in 5 
parts, each pr.rt reprenentlag a day at Cbautauqua. 
Gives vide srcpe for introduction of larce cast and 
raany r.;,<ecTaIties. Complete programs suggested as 
follovfs: Part 1, Chautauqua Concert Company; Part 
2, Living Pictures; Part 3, Musical Entertainers; 
Part 4, Faumera' Night; Part 5, Coonville Jubileo 
Singers. Price, 35c. 

Sorepaw & Fells Indoor Circus 

liy Margaret S. Bridge and Itlargaret H. Hahn. TIi« 
Grr^nd Annex and Musee, Freaks, Curiosities and 
Monstrosities, never were in it with the marvelous, 
amazing, mystifying array outHned in its psigea. Ar- 
tistic, ambling, agile, 'andsonne acrobats; cajoling, 
cadaverous, costly, curious, cunning c'ovms; iiee- 
Shee, the Monkey Girl of Yucatan; all of these and 
many others vriU be seen la the Big Peerade before 
f:he show starts, ladies and gentlemen. Keep to the 
rif^t — don't crowd. Prlce^ 2&C 

As Ye Sew 

A "talking doll" mlasionBry play by Dorothy Cricb> 
ton. A lot of fun and some wholesome lessons are 
contained In the conversatioa of the dolls who dis- 
cuss the motives of their donors. Splen^d for Youns 
People's or Missionary Societies. 10 gfrlc, 1 boy. or 
all slrls. Time, 20 mlButae. Prise, 16c. 

Fmding the Key 

A dialog and drill for 10 or IS fftrls and boyc. Sufm 
able for any rellsioue precrant, bat especially (er 
Eaater. Time, 20 minutes. Deals with problems of 
youtbi, recreations, etc; also with those a Conunon- 
ity Life and the present spirit of Unrest. Interspersed 
with suggested songs. Drfll very effeeCtve. 25e. 

' "' -■■ -..:■■.. . - i— !- i W ' ). I. J. II .. 

Eldridge Entertainment Hoiis« 

CRANKLIN, OHIO als« DENVER. &XJX 

944 a. Logan SC 



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